SOCIAL REPRESENTATIONS ABOUT KNOWLEDGE AND WRITING AT THE UNDERGRADUATE LEVEL IN TWO DISCOURSE COMMUNITIES: IMPLICATIONS FOR THE TEACHING OF WRITING IN HIGHER EDUCATION
Selecting and teaching specific genres, which are supposed to be common in higher education in general, or within particular discourse communities, is a typical pedagogical decision for writing educators who follow a cultural approach. This study questions the supposed discursive consensus among members of two discursive communities, by exploring their representations about knowledge and about writing in their undergraduate programs. The results suggest connections between both kinds of representations, which is interpreted as a confirmation of the link between form, content and social action at the core of discursive practices. However, the representations identified were found to be sustained by smaller or larger groups of members, which problematizes the idea of consensus, and the possibility of selecting certain genres, at the expense of others, for the purposes of writing education.
Keywords:
academic writing, discourse communities, genre, social representations
Concha, S., Miño, P., & Vargas, M. P. (2018). SOCIAL REPRESENTATIONS ABOUT KNOWLEDGE AND WRITING AT THE UNDERGRADUATE LEVEL IN TWO DISCOURSE COMMUNITIES: IMPLICATIONS FOR THE TEACHING OF WRITING IN HIGHER EDUCATION. Lenguas Modernas, (50), Pág. 109 – 130. Retrieved from https://analesderecho.uchile.cl/index.php/LM/article/view/49254
