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Sharing the Tacit Rhetorical Knowledge of the Literary Scholar: The Effects of Making Disciplinary Conventions Explicit in Undergraduate Writing about Literature Courses
16 references·5 citing·41 second hop
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this work references cited by second hop

References

  • 1992Genre Analysis: English in Academic and Research Settings4,694 cited
  • 1971The New Rhetoric: A Treatise on Argumentation3,349 cited
  • 2008A glossary of literary terms2,013 cited
  • 1989Critical terms for literary study1,249 cited
  • 1993On Rhetoric: A Theory of Civic Discourse1,242 cited
  • 2020A Comparison of Consensus, Consistency, and Measurement Approaches to Estimating Interrater Reliability993 cited
  • 1985Practical intelligence in real-world pursuits: The role of tacit knowledge.755 cited
  • 1998Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy753 cited
  • 2005Inventing the University613 cited
  • 1997Text, role and context developing academic literacies586 cited
  • 1995Genre and the New Rhetoric486 cited
  • 2007Ways of Knowing, Doing, and Writing in the Disciplines398 cited
  • 1993Beyond the culture wars: How teaching the conflicts canrevitalize American education385 cited
  • 1986Accommodating Science382 cited
  • 1996Academic Literacy and the Nature of Expertise: Reading, Writing and Knowing in Academic Philosophy349 cited
  • 1974

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Measuring Growth in English
287 cited

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  • 2011Teaching the Conventions of Academic Discourse40 cited
  • 2020Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts40 cited
  • 2017Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments37 cited
  • 2013Instructional Chains as a Method for Examining the Teaching and Learning of Argumentative Writing in Classrooms32 cited
  • 2017Visual Invention and the Composition of Scientific Research Graphics: A Topological Approach21 cited