Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom

Jean Lutz; Mary Fuller

doi:10.1080/10572250709336560

Technical Communication Quarterly Apr 2007

Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom

Jean Lutz ; Mary Fuller Miami University

Abstract

Abstract This article reports on classroom research designed to answer questions about authority—how institutions and disciplines, broadly conceived, influence teachers' ability to abnegate authority and how students' experiences influence their perceptions of authority in a business writing and a first-year composition class. The theoretical framework is derived from research about institutional and disciplinary influences on these two areas of study. This framework and our results lead us to speculate about the ways in which our students' experience of the institution and expectations of the classes and their intentions for using the material taught in the classes may have thwarted our attempt to share authority in our classrooms.

Journal: Technical Communication Quarterly
Published: 2007-04-01
DOI: 10.1080/10572250709336560
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Open Access: Closed
Topics: first-year composition writing pedagogy professional writing qualitative research
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Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom

Abstract

Citation Context

Cited by in this index (0)

References (28) · 8 in this index

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