From official eduucational policy to the composition classsroom: Reproduction through metaphor and metonymy

Norma Barletta Manjarrés, Nolvia A.Cortez Román*, Star Medzerian

*Autor correspondiente de este trabajo

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

This paper uses critical discourse analysis to examine the language used in the teaching and learning of writing in a compositionn program in a public university in the United States. The objective was to identify metaphors and metonymies employed to construct an official standpoint of writing and the teaching of writing within the program, to identify the ideological possition of the views conveyed in the documents and to analyze how this perspective is passed down hierarchically from the official documents to those actually developed and used by the instructors in the classrooms. The metaphors and mmetonymies used in the documents construct writing as an important commodity and college writing as more valuable than writing in other places. Metaphors and metonymies stood out as important semiotic devices for instructors to stay within a given pedagogical and educational perspective in ways that may normally be largely unnoticed by them.

Idioma originalInglés
Páginas (desde-hasta)31-51
Número de páginas21
PublicaciónJournal of Writing Research
Volumen4
N.º1
DOI
EstadoPublicada - 2012

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