showing 5 related works from this author
The Third Way of Cognitive Science and the Middle Way of Buddhism
2013
Even though cognitive science may not be established as a mature science, being rather a loose affiliation of disciplines which make human cognition a scientific theme, it has already had significant impact in the field of epistemology. Since the late 1970s, research conducted on aspects of cognition ranging from perception to language has laid the groundwork for a fundamental epistemological shift in cognitive science, which bears directly on the Western philosophical dilemma of whether reality is objective (and independent of our cognition) or subjective (and so our mind’s projection). My aim here is to trace some major developments in the history of cognitive science leading to the emerg…
Developing Academic Thinking in the EFL Writing Classroom: A Rationale for General-academic Writing Assignments
2020
Ante el evidente y continuo crecimiento de la variación disciplinaria en el discurso académico, la noción de enseñar el pensamiento académico básico por escrito parece haberse vuelto cada vez más controvertida. Este artículo ofrece una justificación para dos tareas de escritura académica general, cada una de las cuales se centra en la enseñanza de un aspecto clave de lo que se define como la postura intelectual subyacente a la redacción académica en general: la problematización y la posición del sujeto. Problematizar y asumir una nueva posición del sujeto en el contexto de la escritura académica suelen ser tareas difíciles para muchos estudiantes cuando ingresan en la universidad. Las tare…
The Post-Process Era in Composition Studies and the Linguistic Turn of the 20th Century
2013
In order to present the post-process era in composition as part of the general phenomenon known as the linguistic turn of the 20th century rather than as only the social turn in composition, in this chapter I point to some epistemological developments in composition studies, developments that underlie and define the process and post-process eras in composition as distinguishable rather than distinct periods in the history of the discipline. I apply the term linguistic turn specifically to the epistemological evolution that has taken place in composition studies and present post-process as a phase of this evolutionary process. Accordingly, I try to pinpoint some crucial changes in the ways w…
Scaffolding by means of scientific concepts: a teacher-guided peer response activity
2018
The paper analyzes the performance of a university student on a peer response activity which is part of an assignment in a writing course for second-year students of English philology. With Vygotsky’s (1987) doctrine of scientific concepts as a lens, it looks at how in the course of the peer response activity the teacher and the students support one another in their respective attempts to teach and learn writing. Teacher support on tasks, known as scaffolding (e.g. Stone 1998), is based on the idea that instruction should provide for transfer of responsibility for a complex task from teacher to student (Vygotsky 1978; Wood, Bruner, & Ross 1976). Adopting the Vygotskian perspective, I explai…
Helping Low Achievers to Succeed in Tertiary Education: Explicit Teaching of Academic Literacy as a Way to Positive Educational Experiences
2016
Since tertiary schools in Poland have started admitting all low-achieving students who are willing to continue their education, there is an urgent need to help the low-achievers, who have become a majority in many classes, to stay and succeed in college. Academic teachers are facing the challenge of how to adapt their teaching to suit the needs of these students. The paper looks for a way to teach an introductory linguistics course to students of English whose academic skills are insufficient for tertiary study, but the discussion is relevant to teaching all introductory academic courses. It addresses the issue of how to integrate content instruction with explicit teaching of academic liter…