Research in the Teaching of English Aug 2018

Audience Awareness as a Threshold Concept of Reading:An Examination of Student Learning in Biochemistry

Meghan A. Sweeney Saint Mary's College of California

Abstract

Threshold concept theory can identify transformative concepts in disciplinary communities of practice, making it a useful framework pedagogically for scholars of academic literacies. Although researchers have studied how to teach thres hold concepts and how students have taken up theseconcepts in learning to write, few have looked at two aspects that are particularly important for students placed into basic writing: threshold concepts of reading and questions of learning transfer.Taking an epistemological approach to disciplinary literacies, I used case study research to trace the changing reading and writing practices of Bruce, a basic writing and first-generation college student, during his first year of college as he moved from a basic reading course into biochemis-try. Bruce leveraged audience awareness to write rhetorically and to comprehend difficult texts written for professional biochemistry researchers. Findings show that audience awareness is a threshold concept of reading, one that transforms academic literacy practices and that furthersidentity in disciplinary communities of practice. These findings support the teaching of audience awareness in secondary and postsecondary classrooms, but they also demand that we recognize the additional work basic writing students, like Bruce, must do to establish agency in a system that has labeled them underprepared.

Journal
Research in the Teaching of English
Published
2018-08-15
DOI
10.58680/rte201829755
Open Access
Closed
Topics
basic writing literacy studies threshold concepts qualitative research race and writing

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (2)

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    Pedagogy
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    Pedagogy
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CrossRef global citation count: 2 View in citation network →

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