Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts - Luciana de Oliveira

Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts - Luciana de Oliveira

Writing a dissertation proposal: genre expectations

Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts - Luciana de Oliveira

Joshua Iddings [+-]
Virginia Military Institute
Joshua G. Iddings is an assistant professor of English, Rhetoric, and Humanistic Studies at the Virginia Military Institute. His research interests include genre-based writing pedagogies, systemic functional linguistics, teaching for social justice, and Appalachian studies. He currently teaches courses in cultural rhetoric, language and style, and first year composition.
Shu-Wen Lan [+-]
Purdue University
Shu-Wen Lan completed her PhD in Literacy and Language Education in the Department of Curriculum and Instruction at Purdue University. Her research focuses on the teaching and learning of English language learners (ELLs) in elementary science classrooms. She has taught undergraduate courses to prepare pre-service teachers to work with ELLs in elementary content-area classrooms.
Luciana de Oliveira [+-]
Columbia University
Luciana C. de Oliveira is Associate Professor of TESOL & Applied Linguistics in the Department of Arts and Humanities at Teachers College, Columbia University. Dr. de Oliveira teaches TESOL methods courses to prepare teachers to work with English language learners (ELLs). Her research focuses on issues related to teaching ELLs at the K-12 level, including the role of language in learning the content areas; teacher education, advocacy and social justice; and nonnative English-speaking teachers in TESOL. Her work has appeared in Teachers College Record, Journal of Teacher Education, Teaching Education, English Education and The History Teacher, among other journals.

Description

One of the hurdles which all Ph.D. candidates must jump is the dissertation proposal. Both advisors and students may struggle to both teach and write dissertations proposals effectively. By using systemic functional linguistics genre theory as an analytical tool, we provide some concrete language features of effective dissertation proposals, which both advisors and students can utilize when teaching and learning to write their own proposals. Through an explicit discussion of their own dissertation proposals, the authors highlight those language features which best realize the dissertation proposal genre in qualitative educational research.

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Citation

Iddings, Joshua ; Lan, Shu-Wen; de Oliveira, Luciana . Writing a dissertation proposal: genre expectations. Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts. Equinox eBooks Publishing, United Kingdom. p. 140-159 Nov 2014. ISBN 9781845532413. https://www.equinoxpub.com/home/view-chapter/?id=24927. Date accessed: 18 Aug 2022 doi: 10.1558/equinox.24927. Nov 2014

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