Writing well as a form of social knowledge

Nonacademic Writing: Social Theory and Technology

Volumn , Issue , 2013, Pages 157-172

  Winsor, Dorothy ^a  

^a KETTERING UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85096266877     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (47)

1. Amerine, R., & Bilmes, J. (1990). Following instructions. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 323-335). Cambridge, MA: MIT Press.
2. Anson, C. M., & Forsberg, L. L. (1990). Moving beyond the academic community:Transitional stages in professional writing. Written Communication, 7(2), 200-231.
3. Brown, R. L., & Herndl, C. G. (1986). An ethnographic study of corporate writing. In B. Couture (Ed.), Functional approaches to writing: Research perspectives (pp. 11-28). Norwood, NJ: Ablex.
4. Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvella, & W. J. M. Levelt (Eds.), The child’s conception of language (pp. 241-255). New York:Springer -Verlag.
5. Carter, M. (1990). The idea of expertise: An exploration of cognitive and social dimensions of writing. College Composition and Communication, 41(3), 265-286.
6. Cazden, C. (1979). Peekaboo as an instructional model: Discourse development at home and at school. Papers and Reports of Child Language Development, 17(1), 1-29.
7. Charney, D. (1991, March). Learning to write science:Rules, models, andpracticalexperience. Paper presented at the Conference on College Composition and Communication, Boston, MA.
8. Collins, H. M. (1974). The TEA set: Tacit knowledge and scientific networks. Science Studies, 4(1), 165-186.
9. Collins, H. M. (1985). Changing order: Replication and induction in scientific practice. Beverly Hills, CA: Sage.
10. Collins, H. M., Green, R. H., & Draper, R. C. (1985). Where’s the expertise? Expert systems 85: Proceedings of the fifth technical conference of the British computer society specialist group on expert systems (pp. 323-334). Cambridge, UK: Cambridge University Press.
11. Dobrin, D. (1989). Writing and technique. Urbana, IL: National Council of Teachers of English.
12. Fahnestock, J. (1993). Genre and rhetorical craft. Research in the Teaching ofEnglish, 27(3), 265-271.
13. Forsythe, D. E. (1993). Engineering knowledge: The construction of knowledge in artificial intelligence. Social Studies of Science, 23(3), 445-477.
14. Freedman, A. (1993a). Show and tell? The role of explicit teaching in the learning of new genres. Research in the Teaching of English, 27(3), 222-251.
15. Freedman, A. (1993b). Situating genre: A rejoinder. Research in the Teaching of English, 27(3), 272-281.
16. Geertz, C. (1973). The interpretation of culture. New York: Basic.
17. Gilbert, G. N. (1976). The transformation of research findings into scientific knowledge. Social Studies of Science, 6(2), 281-306.
18. Gilbert, G. N., & Mulkay, M. (1984). Opening Pandora’s box: A sociological analysis of scientists’ discourse. Cambridge, UK: Cambridge University Press.
19. Hillocks, G., Jr. (1986). Research on written composition. Urbana, IL: National Council of Teachers of English.
20. Hughes, T. P. (1987). The evolution of large technological systems. In W. E. Bijker, T. P.
21. Hughes, & T. Pinch (Eds.), The social construction of technological systems (pp. 51-82). Cambridge, MA: MIT Press.
22. Kidder, T. (1981). The soul of a new machine. Boston: Little, Brown.
23. Kostelnick, C. (1989). Process paradigms in design and composition: Affinities and directions. College Composition and Communication, 40(3), 267-281.
24. Krashen, S. D. (1981). Second language acquisition and second language learning. Elmsford, NY: Pergamon.
25. Krashen, S. D. (1984). Writing: Research, theory, and applications. Elmsford, NY: Pergamon.
26. Krashen, S. D. (1992). Another educator comments. TESOL Quarterly, 26(4), 409-411.
27. Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
28. Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction ofscientific facts. Beverly Hills, CA: Sage.
29. MacKinnon, J. (1993). Becoming a rhetor: Developing writing ability in a mature writingintensive organization. In R. Spilka (Ed.), Writing in the workplace: New research perspectives (pp. 41-55). Carbondale: Southern Illinois University Press.
30. Miller, C. R. (1978). Technology as a form of consciousness: A study of contemporary ethos. Central States Speech Journal, 29(2), 228-236.
31. Miller, C. R. (1979). A humanistic rationale for technical writing. College English, 40(6), 610-617.
32. Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70(2), 151-167.
33. Pinch, T., & Bijker, W. E. (1987). The social construction of facts and artifacts: Or how the sociology of science and the sociology of technology might benefit each other. In W. E. Bijker, T. P. Hughes, & T. Pinch (Eds.), The social construction of technological systems (pp. 17-50). Cambridge, MA: MIT Press.
34. Polanyi, M. (1967). The tacit dimension. London: Routledge and Kegan Paul.
35. Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
36. Suchan, J., & Dulek, R. (1990). A reassessment of clarity in written managerial communications. Management Communication Quarterly, 4(1), 87-99.
37. Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge, UK: Cambridge University Press.
38. Suchman, L. (1990). Representing practice in cognitive science. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 301-321). Cambridge, MA: MIT Press.
39. Tierney, R. J., & Shanahan, T. (1991). Research on reading-writing relationships. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 246-280). New York: Longman.
40. Vygotsky, L. (1978). Mind in society (M. Cole, V. John-Steiner, S. Scribner, &E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
41. Vygotsky, L. (1986). Thought and language (A. Kozulin, Ed.). Cambridge, MA: MIT Press.
42. Waldrop, M. M. (1987). Man-made minds: The promise of artificial intelligence. New York:Walker.
43. Williams, J. M., & Colomb, G. G. (1993). The case for explicit teaching: Why what you don’t know won’t help you. Research in the Teaching of English, 27(3), 252-264.
44. Winkler, V. M. (1983). The role of models in technical and scientific writing. In P. V. Anderson, R. J. Brockmann, & C. R. Miller (Eds.), New essays in technical and scientific communication: Research, theory, and practice (pp. 111-122). Amityville, NY: Baywood.
45. Winsor, D. A. (1990a). How companies affect the writing of young engineers: Two case studies. IEEE Transactions on Professional Communication, 33(3), 124-129.
46. Winsor, D. A. (1990b). Joining the engineering community: How do novices learn to write like engineers? Technical Communication, 37(2), 171-172.
47. Wittgenstein, L. (1953). Philosophical investigations. Oxford, UK: Blackwell.