Interdisciplinary postgraduate writing
Developing genre knowledge
DOI:
https://doi.org/10.1558/wap.30568Keywords:
genre knowledge development, interdisciplinarity, Humanities, postgraduate writing, research-based writing, English for Academic PurposesAbstract
Humanities departments across European universities have established an increasing number of interdisciplinary, international master’s programmes that culminate in thesis projects. Yet, the challenges of such interdisciplinary research-based writing have been largely neglected in EAP research. This article investigates how postgraduate students in interdisciplinary fields express and develop genre knowledge during an EAP course for Humanities students preparing for their thesis writing. In two case studies, the article qualitatively explores students’ perspectives on their writing along the related dimensions of disciplinary positioning and genre knowledge. Students’ explicit expressions of such knowledge in course tasks and interviews are analysed. In addition, students’ research-based writing is compared to trace manifestations of this knowledge. The results highlight the students’ use of individual reference points to evaluate writing within their heterogeneous research fields. In terms of their research-based writing, the cases illustrate two related trajectories, namely, the development from writer to topic focus and the combination of themes into a coherent argument. Tracing the textual developments reveals the significance of mapping interdisciplinary studies on the interrelated epistemological, thematic and discoursal levels in postgraduate writing. Developing an awareness of these levels requires an understanding of the situatedness of postgraduates’ writing in interdisciplinary, departmental and biographical contexts.
References
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Bridges, D. (2000) Back to the future: The higher education curriculum in the 21st century. Cambridge Journal of Education 30: 37--55. DOI: 10.1080/03057640050005762.
Brødsgaard, K. E. (2008) China Studies in Europe. In D. Shambaugh, E. Sandschneider and Z. Hong (eds) China-Europe Relations: Perceptions, Policies and Prospects 35--64. London: Routledge.
Canning, J. (2005) Disciplinarity: A barrier to quality assurance? The UK experience of area studies. Quality in Higher Education 11: 37--46. DOI: 10.1080/13538320500074931.
Casanave, C. P. (2010) Taking risks? A case study of three doctoral students writing qualitative dissertations at an American university in Japan. Journal of Second Language Writing 19: 1--16. DOI: 10.1016/j.jslw.2009.12.002.
Chandler, J. (2009) Introduction: Doctrines, disciplines, discourses, departments. Critical Inquiry 35: 729--746. DOI: 10.1086/599585.
Chanock, K., Whitmore, S. and Nishitani, M. (2015) Disciplined voices, disciplined feelings: Exploring constraints and choices in a thesis writing circle. In T. Lillis, K. Harrington, M. Lea and S. Mitchell (eds) Working With Academic Literacies: Case Studies Towards Transformative Practice 107--115. West Lafayette: Parlor Press.
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Coffin, C. and Donohue, J. (2012) Academic literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes 11: 64--75. DOI: 10.1016/j.jeap.2011.11.004.
Coleman, J. (2006) English-medium teaching in European higher education. Language Teaching 39: 1--14. DOI: 10.1017/S026144480600320X.
Dressen-Hammouda, D. (2008) From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes 27: 233--252. DOI: 10.1016/j.esp.2007.07.006.
Edley, N. and Litosseliti, L. (2010) Contemplating interviews and focus groups. In L. Litosseliti (ed.) Research Methods in Linguistics. London: Continuum.
English, F. (2011) Student Writing and Genre: Reconfiguring Academic Knowledge. London: Continuum.
Gosden, H. (1995) Success in research article writing and revision: A social-constructionist perspective. English for Specific Purposes 14: 37--57. DOI: 10.1016/0889-4906(94)00022-6.
Granata, F. (2012) Fashion Studies in-between: A methodological case study and an inquiry into the state of Fashion Studies. Fashion Theory 16: 67--82. DOI: 10.2752/175174112X13183318404221.
Grav, P. F. and Cayley, R. (2015) Graduate student writers: Assessing needs across the “Linguistic Divide”. Writing & Pedagogy 7: 89--93. DOI: 10.1558/wap.v7i1.17236.
Gronbeck, B. E. (2005) Is Communication a Humanities discipline? Struggles for academic identity. Arts and Humanities in Higher Education 4: 229--246. DOI: 10.1177/1474022205056167.
Halliday, M. A. K. (1970) Language structure and language function. In J. Lyons (ed.) New Horizons in Linguistics 140--164. Harmondsworth: Penguin.
Hamilton, M. and Pitt, K. (2009) Creativity in academic writing: Escaping from the straitjacket of genre? In A. Carter, T. Lillis and S. Parkin (eds) Why Writing Matters: Issues of Access and Identity in Writing Research and Pedagogy 61--79. Amsterdam: Benjamins.
Hodge, B. (1998) Monstrous knowledge: Doing PhD in the new humanities. Australian Universities Review 2: 35--39.
Hyland, K. (2004) Disciplinary Discourses: Social Interactions in Academic Writing. Ann Arbor: University of Michigan Press.
Hyland, K. (2005) Stance and engagement: A model of interaction in academic writing. Discourse Studies 7: 173--192. DOI: 10.1177/1461445605050365.
Hyland, K. and Bondi, M. (eds) (2006) Academic Discourse Across Disciplines. Bern: Peter Lang.
Ivani?, R. (1998) Writing and Identity. Amsterdam: John Benjamins.
Johns, A. and Swales, J. (2002) Literacy and disciplinary practices: Opening and closing perspectives. Journal of English for Academic Purposes 1: 13--28. DOI: 10.1016/S1475-1585(02)00003-6.
Journet, D. (1993) Interdisciplinary discourse and boundary rhetoric: The case of S. E. Jelliffe. Written Communication 10: 510--541. DOI: 10.1177/0741088393010004002.
Kaufhold, K. (2015) Conventions in postgraduate academic writing: European students’ negotiations of prior writing experience at an English speaking university. Journal of English for Academic Purposes 20: 125--134. DOI:10.1016/j.jeap.2015.08.007.
Klein, J. T. (2005) Humanities, Culture and Interdisciplinarity: The Changing American Academy. New York: State University of New York Press.
Krishnan, A. (2009) What Are Academic Disciplines? Some observations on the disciplinarity vs. interdisciplinarity debate. NCRM Working Paper. 03/09. Retrieved on 10 October 2015 from http://eprints.ncrm.ac.uk/783.
Kuteeva, M. (2013) Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for Specific Purposes 32: 84--96. DOI: 10.1016/j.esp.2012.11.004.
Kuteeva, M. and Negretti, R. (2016) Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. English for Specific Purposes 41: 36-49. DOI: 10.1016/j.esp.2015.08.004.
Lea, M. and Street, B. (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education 23: 157--172. DOI: 10.1080/03075079812331380364.
Lillis, T. (2001) Student Writing: Access, Regulation, Desire. London: Routledge.
Lillis, T. (2003) Student writing as 'academic literacies': Drawing on Bakhtin to move from critique to design. Language and Education 17: 192--207. DOI: 10.1080/09500780308666848.
Lillis, T. (2008) Ethnography as method, methodology, and 'deep theorizing'. Written Communication 25: 353--388. DOI: 10.1177/0741088308319229.
Lillis, T. and Curry, M. J. (2006) Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts. Written Communication 23: 3--35. DOI: 10.1177/0741088305283754.
Lillis, T. and Scott, M. (2007) Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics 4: 5--32. DOI: 10.1558/japl.v4i1.5.
Lillis, T. and Tuck, J. (2016) Academic Literacies: A critical lens on writing and reading in the academy. In K. Hyland and P. Shaw (eds) The Routledge Handbook of English for Academic Purposes 30--43. London: Routledge.
Lincoln, Y. and Guba, E. (1985) Naturalistic Inquiry. Beverly Hills: Sage.
Manathunga, C. and Brew, A. (2012) Beyond tribes and territories: New metaphors for new times. In P. Trowler, S. Murray and V. Bamber (eds) Tribes and Territories in the 21st-Century: Rethinking the Significance of Disciplines in Higher Education 44--56. London: Routledge.
Mason, J. (2002) Qualitative Researching (2nd edition). London: Sage.
McNeil, P. (2010) Conference report: "The future of fashion studies". Fashion Theory 14: 105--110. DOI: 10.2752/175174110X12544983515312.
Paltridge, B. (2002) Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes 21: 125--143. DOI: 10.1016/S0889-4906(00)00025-9.
Paltridge, B. (2004) Academic writing. Language Teaching 37: 87--105. DOI: 10.1017/S0261444804002216.
Prior, P. (1997) Literate activity and disciplinarity: The hetrogeneous (re)production of American Studies around a graduate seminar. Mind, Culture, and Activity 4: 275--295. DOI: 10.1207/s15327884mca0404_5.
Samraj, B. (2008) A discourse analysis of master’s theses across disciplines with a focus on introductions. Journal of English for Academic Purposes 7: 55--67. DOI: 10.1016/j.jeap.2008.02.005.
Samraj, B. and Swales, J. (2000) Writing in conservation biology: Searching for an interdisciplinary rhetoric? Language and Learning Across the Disciplines 3: 36--56.
Schryer, C. F. (1993) Records as genre. Written Communication 10: 200--234. DOI: 10.1177/0741088393010002003.
Swales, J. (1990) Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, J. and Feak, C. (1994) Academic Writing for Graduate Students. Ann Arbor: The University of Michigan Press.
Tardy, C. (2005) “It's like a story”: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes 4: 325--338. DOI: 10.1016/j.jeap.2005.07.005.
Tardy, C. (2006) Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing 16: 79--101. DOI: 10.1016/j.jslw.2006.04.003.
Tardy, C. (2009) Building Genre Knowledge. West Lafayette: Parlor Press.
Tavory, I. and Timmermans, S. (2009) Two cases of ethnography: Grounded theory and the extended case method. Ethnography 10: 243-263. DOI: 10.1177/1466138109339042.
Trowler, P. (2014) Depicting and researching disciplines: Strong and moderate essentialist approaches. Studies in Higher Education 39: 1720--1731. DOI: 10.1080/03075079.2013.801431.
Trowler, P., Murray, S. and Bamber, V. (eds) (2012) Tribes and Territories in the 21st-Century: Rethinking the Significance of Disciplines in Higher Education. London: Routledge.
Turner, J. L., Miller, M. and Mitchell-Kernan, C. (2002) Disciplinary cultures and graduate education. Emergences 12: 47--70. DOI: 10.1080/1045722022000003444.
Wächter, B. and Maiworm, F. (eds) (2014) English-Taught Programmes in European Higher Education. Bonn: Lemmens Medien.
Walwema, J. (2015) The art of storytelling: A pedagogy for proposal writing. Writing & Pedagogy 7: 15--38. DOI: 10.1558/wap.v7i1.26246.
Wingate, U. (2012) ‘Argument!’ helping students understand what essay writing is about. Journal of English for Academic Purposes 11: 145--154. DOI: 10.1016/j.jeap.2011.11.001.
Wittgenstein, L. (2009 [1953]) Philosophical Investigations (G. E. M. Anscombe, P. M. S. Hacker and J. Schulte, Trans. Rev. 4th edition by P.M.S. Hacker and J. Schulte). Chichester: Wiley-Blackwell.
Baynham, M. (2000) Academic writing in new and emergent discipline areas. In M. Lea and B. Stierer (eds) Student Writing in Higher Education: New Contexts 17--31. Buckingham: SRHE and Open University Press.
Bazerman, C. (1988) Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: University of Wisconsin Press.
Beaufort, A. (2004) Developmental gains of a history major: A case for building a theory of disciplinary writing expertise. Research in the Teaching of English 39: 136--185.
Becher, T. (1989) Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Buckingham: SRHE and Open University Press.
Bridges, D. (2000) Back to the future: The higher education curriculum in the 21st century. Cambridge Journal of Education 30: 37--55. DOI: 10.1080/03057640050005762.
Brødsgaard, K. E. (2008) China Studies in Europe. In D. Shambaugh, E. Sandschneider and Z. Hong (eds) China-Europe Relations: Perceptions, Policies and Prospects 35--64. London: Routledge.
Canning, J. (2005) Disciplinarity: A barrier to quality assurance? The UK experience of area studies. Quality in Higher Education 11: 37--46. DOI: 10.1080/13538320500074931.
Casanave, C. P. (2010) Taking risks? A case study of three doctoral students writing qualitative dissertations at an American university in Japan. Journal of Second Language Writing 19: 1--16. DOI: 10.1016/j.jslw.2009.12.002.
Chandler, J. (2009) Introduction: Doctrines, disciplines, discourses, departments. Critical Inquiry 35: 729--746. DOI: 10.1086/599585.
Chanock, K., Whitmore, S. and Nishitani, M. (2015) Disciplined voices, disciplined feelings: Exploring constraints and choices in a thesis writing circle. In T. Lillis, K. Harrington, M. Lea and S. Mitchell (eds) Working With Academic Literacies: Case Studies Towards Transformative Practice 107--115. West Lafayette: Parlor Press.
Cheng, A. (2008a) Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics 29: 50--70. DOI: 10.1093/applin/amm021.
Cheng, A. (2008b) Individualized engagement with genre in academic literacy tasks. English for Specific Purposes 27: 387--411. http://dx.doi.org/10.1016/j.esp.2008.05.001.
Coffin, C. and Donohue, J. (2012) Academic literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes 11: 64--75. DOI: 10.1016/j.jeap.2011.11.004.
Coleman, J. (2006) English-medium teaching in European higher education. Language Teaching 39: 1--14. DOI: 10.1017/S026144480600320X.
Dressen-Hammouda, D. (2008) From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes 27: 233--252. DOI: 10.1016/j.esp.2007.07.006.
Edley, N. and Litosseliti, L. (2010) Contemplating interviews and focus groups. In L. Litosseliti (ed.) Research Methods in Linguistics. London: Continuum.
English, F. (2011) Student Writing and Genre: Reconfiguring Academic Knowledge. London: Continuum.
Gosden, H. (1995) Success in research article writing and revision: A social-constructionist perspective. English for Specific Purposes 14: 37--57. DOI: 10.1016/0889-4906(94)00022-6.
Granata, F. (2012) Fashion Studies in-between: A methodological case study and an inquiry into the state of Fashion Studies. Fashion Theory 16: 67--82. DOI: 10.2752/175174112X13183318404221.
Grav, P. F. and Cayley, R. (2015) Graduate student writers: Assessing needs across the “Linguistic Divide”. Writing & Pedagogy 7: 89--93. DOI: 10.1558/wap.v7i1.17236.
Gronbeck, B. E. (2005) Is Communication a Humanities discipline? Struggles for academic identity. Arts and Humanities in Higher Education 4: 229--246. DOI: 10.1177/1474022205056167.
Halliday, M. A. K. (1970) Language structure and language function. In J. Lyons (ed.) New Horizons in Linguistics 140--164. Harmondsworth: Penguin.
Hamilton, M. and Pitt, K. (2009) Creativity in academic writing: Escaping from the straitjacket of genre? In A. Carter, T. Lillis and S. Parkin (eds) Why Writing Matters: Issues of Access and Identity in Writing Research and Pedagogy 61--79. Amsterdam: Benjamins.
Hodge, B. (1998) Monstrous knowledge: Doing PhD in the new humanities. Australian Universities Review 2: 35--39.
Hyland, K. (2004) Disciplinary Discourses: Social Interactions in Academic Writing. Ann Arbor: University of Michigan Press.
Hyland, K. (2005) Stance and engagement: A model of interaction in academic writing. Discourse Studies 7: 173--192. DOI: 10.1177/1461445605050365.
Hyland, K. and Bondi, M. (eds) (2006) Academic Discourse Across Disciplines. Bern: Peter Lang.
Ivani?, R. (1998) Writing and Identity. Amsterdam: John Benjamins.
Johns, A. and Swales, J. (2002) Literacy and disciplinary practices: Opening and closing perspectives. Journal of English for Academic Purposes 1: 13--28. DOI: 10.1016/S1475-1585(02)00003-6.
Journet, D. (1993) Interdisciplinary discourse and boundary rhetoric: The case of S. E. Jelliffe. Written Communication 10: 510--541. DOI: 10.1177/0741088393010004002.
Kaufhold, K. (2015) Conventions in postgraduate academic writing: European students’ negotiations of prior writing experience at an English speaking university. Journal of English for Academic Purposes 20: 125--134. DOI:10.1016/j.jeap.2015.08.007.
Klein, J. T. (2005) Humanities, Culture and Interdisciplinarity: The Changing American Academy. New York: State University of New York Press.
Krishnan, A. (2009) What Are Academic Disciplines? Some observations on the disciplinarity vs. interdisciplinarity debate. NCRM Working Paper. 03/09. Retrieved on 10 October 2015 from http://eprints.ncrm.ac.uk/783.
Kuteeva, M. (2013) Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for Specific Purposes 32: 84--96. DOI: 10.1016/j.esp.2012.11.004.
Kuteeva, M. and Negretti, R. (2016) Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. English for Specific Purposes 41: 36-49. DOI: 10.1016/j.esp.2015.08.004.
Lea, M. and Street, B. (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education 23: 157--172. DOI: 10.1080/03075079812331380364.
Lillis, T. (2001) Student Writing: Access, Regulation, Desire. London: Routledge.
Lillis, T. (2003) Student writing as 'academic literacies': Drawing on Bakhtin to move from critique to design. Language and Education 17: 192--207. DOI: 10.1080/09500780308666848.
Lillis, T. (2008) Ethnography as method, methodology, and 'deep theorizing'. Written Communication 25: 353--388. DOI: 10.1177/0741088308319229.
Lillis, T. and Curry, M. J. (2006) Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts. Written Communication 23: 3--35. DOI: 10.1177/0741088305283754.
Lillis, T. and Scott, M. (2007) Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics 4: 5--32. DOI: 10.1558/japl.v4i1.5.
Lillis, T. and Tuck, J. (2016) Academic Literacies: A critical lens on writing and reading in the academy. In K. Hyland and P. Shaw (eds) The Routledge Handbook of English for Academic Purposes 30--43. London: Routledge.
Lincoln, Y. and Guba, E. (1985) Naturalistic Inquiry. Beverly Hills: Sage.
Manathunga, C. and Brew, A. (2012) Beyond tribes and territories: New metaphors for new times. In P. Trowler, S. Murray and V. Bamber (eds) Tribes and Territories in the 21st-Century: Rethinking the Significance of Disciplines in Higher Education 44--56. London: Routledge.
Mason, J. (2002) Qualitative Researching (2nd edition). London: Sage.
McNeil, P. (2010) Conference report: "The future of fashion studies". Fashion Theory 14: 105--110. DOI: 10.2752/175174110X12544983515312.
Paltridge, B. (2002) Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes 21: 125--143. DOI: 10.1016/S0889-4906(00)00025-9.
Paltridge, B. (2004) Academic writing. Language Teaching 37: 87--105. DOI: 10.1017/S0261444804002216.
Prior, P. (1997) Literate activity and disciplinarity: The hetrogeneous (re)production of American Studies around a graduate seminar. Mind, Culture, and Activity 4: 275--295. DOI: 10.1207/s15327884mca0404_5.
Samraj, B. (2008) A discourse analysis of master’s theses across disciplines with a focus on introductions. Journal of English for Academic Purposes 7: 55--67. DOI: 10.1016/j.jeap.2008.02.005.
Samraj, B. and Swales, J. (2000) Writing in conservation biology: Searching for an interdisciplinary rhetoric? Language and Learning Across the Disciplines 3: 36--56.
Schryer, C. F. (1993) Records as genre. Written Communication 10: 200--234. DOI: 10.1177/0741088393010002003.
Swales, J. (1990) Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, J. and Feak, C. (1994) Academic Writing for Graduate Students. Ann Arbor: The University of Michigan Press.
Tardy, C. (2005) “It's like a story”: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes 4: 325--338. DOI: 10.1016/j.jeap.2005.07.005.
Tardy, C. (2006) Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing 16: 79--101. DOI: 10.1016/j.jslw.2006.04.003.
Tardy, C. (2009) Building Genre Knowledge. West Lafayette: Parlor Press.
Tavory, I. and Timmermans, S. (2009) Two cases of ethnography: Grounded theory and the extended case method. Ethnography 10: 243-263. DOI: 10.1177/1466138109339042.
Trowler, P. (2014) Depicting and researching disciplines: Strong and moderate essentialist approaches. Studies in Higher Education 39: 1720--1731. DOI: 10.1080/03075079.2013.801431.
Trowler, P., Murray, S. and Bamber, V. (eds) (2012) Tribes and Territories in the 21st-Century: Rethinking the Significance of Disciplines in Higher Education. London: Routledge.
Turner, J. L., Miller, M. and Mitchell-Kernan, C. (2002) Disciplinary cultures and graduate education. Emergences 12: 47--70. DOI: 10.1080/1045722022000003444.
Wächter, B. and Maiworm, F. (eds) (2014) English-Taught Programmes in European Higher Education. Bonn: Lemmens Medien.
Walwema, J. (2015) The art of storytelling: A pedagogy for proposal writing. Writing & Pedagogy 7: 15--38. DOI: 10.1558/wap.v7i1.26246.
Wingate, U. (2012) ‘Argument!’ helping students understand what essay writing is about. Journal of English for Academic Purposes 11: 145--154. DOI: 10.1016/j.jeap.2011.11.001.
Wittgenstein, L. (2009 [1953]) Philosophical Investigations (G. E. M. Anscombe, P. M. S. Hacker and J. Schulte, Trans. Rev. 4th edition by P.M.S. Hacker and J. Schulte). Chichester: Wiley-Blackwell.
Published
2017-11-17
Issue
Section
Research Matters
How to Cite
Kaufhold, K. (2017). Interdisciplinary postgraduate writing: Developing genre knowledge. Writing and Pedagogy, 9(2), 251-274. https://doi.org/10.1558/wap.30568
