Difference between revisions of "Brandt1992"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Deborah Brandt | |Author(s)=Deborah Brandt | ||
| − | |Title=The | + | |Title=The cognitive as the social: an ethnomethodological approach to writing process research |
|Tag(s)=EMCA; Writing | |Tag(s)=EMCA; Writing | ||
|Key=Brandt1992 | |Key=Brandt1992 | ||
|Year=1992 | |Year=1992 | ||
| − | |||
|Journal=Written Communication | |Journal=Written Communication | ||
|Volume=9 | |Volume=9 | ||
|Number=3 | |Number=3 | ||
|Pages=315–355 | |Pages=315–355 | ||
| − | |URL= | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/0741088392009003001 |
|DOI=10.1177/0741088392009003001 | |DOI=10.1177/0741088392009003001 | ||
|Abstract=This article explores the uses of ethnomethodology in developing a robust sociocognitive theory of writing. Ethnomethodology, a radical movement in sociology that studies people's sense-making practices, has some parallel interests with cognitive-process research in composition. At the same time, because ethnomethodology is attuned to how sense-making involves organizing social structure, it also shares parallel interests with social-constructionist thought in composition. This article uses ethnomethodological perspectives to translate the language of Flower and Hayes's cognitive theory of writing into a more thoroughly social vocabulary as a way of articulating the role of social context and social structure in individual acts of writing. | |Abstract=This article explores the uses of ethnomethodology in developing a robust sociocognitive theory of writing. Ethnomethodology, a radical movement in sociology that studies people's sense-making practices, has some parallel interests with cognitive-process research in composition. At the same time, because ethnomethodology is attuned to how sense-making involves organizing social structure, it also shares parallel interests with social-constructionist thought in composition. This article uses ethnomethodological perspectives to translate the language of Flower and Hayes's cognitive theory of writing into a more thoroughly social vocabulary as a way of articulating the role of social context and social structure in individual acts of writing. | ||
}} | }} | ||
Latest revision as of 13:01, 24 November 2019
| Brandt1992 | |
|---|---|
| BibType | ARTICLE |
| Key | Brandt1992 |
| Author(s) | Deborah Brandt |
| Title | The cognitive as the social: an ethnomethodological approach to writing process research |
| Editor(s) | |
| Tag(s) | EMCA, Writing |
| Publisher | |
| Year | 1992 |
| Language | |
| City | |
| Month | |
| Journal | Written Communication |
| Volume | 9 |
| Number | 3 |
| Pages | 315–355 |
| URL | Link |
| DOI | 10.1177/0741088392009003001 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article explores the uses of ethnomethodology in developing a robust sociocognitive theory of writing. Ethnomethodology, a radical movement in sociology that studies people's sense-making practices, has some parallel interests with cognitive-process research in composition. At the same time, because ethnomethodology is attuned to how sense-making involves organizing social structure, it also shares parallel interests with social-constructionist thought in composition. This article uses ethnomethodological perspectives to translate the language of Flower and Hayes's cognitive theory of writing into a more thoroughly social vocabulary as a way of articulating the role of social context and social structure in individual acts of writing.
Notes
