Written Communication Oct 2002

Professors as Mediators of Academic Text Cultures

Olga Dysthe University of Bergen

Abstract

This article focuses on supervising professors’ and master’s degree students’ understanding and experiences of supervision practices in a Norwegian university, with focus on differences in text cultures and text norms between and within three academic disciplines. The interview study shows that each discipline is a heterogeneous discourse community with largely unarticulated differences. The findings suggest three supervision models, described as teaching, partnership, and apprenticeship. Dominant trends in supervisory relationships and textual practices are distinguished, and characteristics of each are outlined. Connections are shown between the models supervisors adhere to, the kind of texts they expect from their students, and how they provide feedback. As an example, conflicting attitudes toward exploratory student texts are discussed. The study shows that supervision models and textual expectations are influenced by the disciplinary text cultures in which supervisors and students take part. Finally, some practical implications of the study are suggested.

Journal
Written Communication
Published
2002-10-01
DOI
10.1177/074108802238010
Open Access
Closed
Topics
discourse analysis qualitative research multimodality

Citation Context

Cited by in this index (3)

  1. Negretti (2021)
    Searching for Metacognitive Generalities: Areas of Convergence in Learning to W…
    Written Communication
  2. Ding (2008)
    The Use of Cognitive and Social Apprenticeship to Teach a Disciplinary Genre
    Written Communication
  3. Lillis et al. (2006)
    Professional Academic Writing by Multilingual Scholars
    Written Communication

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    Written Communication
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CrossRef global citation count: 87 View in citation network →

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