Hi Stephanie!
You are at an exciting place in your studies. It sounds as if whatever
you do for your dissertation will be of interest. Probably each person
on the list would like to see you serve their particular hobbyhorse.
I would like to see the results of a research project in which you
collaborated with a small number of new graduate students to discover
what they already know (and how they learned it) about
citation/referencing practices in their discipline(s). This could be
attractive and useful to them because you could also help them to
discover what they need to learn (and how to access that) about these
practices. This project could provide useful information (and lots of
room for discovery and speculation) about the current teaching and
learning of referencing understanding and skills in a specific
discipline.
Good Luck!
Laura
----Original Message-----
From: CASLL/Inkshed [mailto:[log in to unmask]] On Behalf Of
Stephanie Bell
Sent: January-23-09 12:11 PM
To: [log in to unmask]
Subject: Dissertation Woes
Hello all and happy Friday,
I'm a PhD student in composition theory & pedagogy working under the
supervision of Dr. Catherine Schryer at the University of Waterloo. I've
recently completed my field exams and have moved on to transforming my
pile
of previous grant proposals into a viable (and, ideally, useful)
dissertation project on some aspect of citation practices and/or
academic
misconduct. Thus far, I haven't been very successful.
Since I'm not getting particularly far with the invention stage of my
dissertation on my own, I've decided to seek input on the gaps in the
field
of citation/misconduct that (writing) instructors would be interested in
having filled.
My current interest (and work at WLU's Writing Centre) is in teaching
the
complex citation practices involved in an author's critical engagement
with
source material as a means of facilitating student access to academic
discursive communities as well as preventing student misconduct.
I am open to *any* project ideas regarding any aspect of citation and/or
misconduct. I've been mulling over possible projects on citation from
the
following perspectives:
- Student enculturation/community membership
- Assignment design
- Course design - specifically writing-intensive course design
- Discipline-specific citation practices (i.e., Hyland, 2000)
- Policy & institutional frameworks for dealing with plagiarism
(i.e.,
Price; Howard; Park)
- Current approaches to teaching citation (i.e., content courses,
bibliography courses, writing-intensive programs, texts like Graff,
Birkenstein, Durst's They Say, I Say: The Moves that Matter in
Academic
Writing)
- Theories of idea ownership and language (Foucault; Bloom, 1973;
Volosinov; Bakhtin)
- The history of citation practices (Ong, 1982 (although it's not
the
focus, it does touch upon practices of repetition and formula as
mnemonic
devices in oral cultures); Macfarlane, 2007)
Thanks for your help,
Stephanie
--
Stephanie Bell
PhD Candidate
English Language & Literature
University of Waterloo
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