Page 63 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 63
the challenge of positioning one’s research question in the state of the art ...
vely there to be found by anyone who happens to step into the infamous
gap, but complementary and a result of active construction. As second me-
taphor we propose the “tree metaphor” in order to provide a scaffold on the
scope of the state-of-the-art section with regard to the field. In this paper
we developed the theoretical grounds for using these metaphors, encoura-
ged by the success in using them in university teaching and writing work-
shops for students.3
Literature
Bereiter, Carl, & Marlene Scardamalia. The Psychology of Written Compositi-
on. Routledge, 1987.
Elbow, Peter. Writing With Power: Techniques for Mastering the Writing Pro-
cess. New York, NY: Oxford UnivPress, 1981.
Elbow, Peter. Everyone can write : essays toward a hopeful theory of writing
and teaching writing. New York, NY ua: Oxford UnivPress, 2000.
Fodor, Jerry A., & Pylyshyn, Zenon W. “Connectionism and Cognitive Archi-
tecture: A Critical Analysis.” Cognition 28, (1988): 3–71.
Girgensohn, Katrin. 2008. “Schreiben als spreche man nicht selbst. Über die
Schwierigkeiten von Studierenden, sich in Bezug zu ihren Schreibaufga-
ben zu setzenSch.” In Stil, Stilbruch, Tabu, edited by M. [HerausgeberIn]
Rothe, (S. 195–211). Münster [u.a.]: Lit-Verl. Girgensohn, K., & Sennewald,
N. (2012). Schreiben lehren, Schreiben lernen : eine Einführung. Dar-
mstadt: WBG.
Girgensohn, Katrin, & Nadja Sennewald. Schreiben lehren, Schreiben lernen :
eine Einführung. Darmstadt: WBG, WissBuchges, 2012.
Guinda, Carmen S., & Ken Hyland. 2012. “Introduction: A Conttext-Sensiti-
ve Approach to Stance and Voice.” In Stance and Voice in Written Acade-
mic Genres, edited by Ken Hyland & Carmen S. Guinda. London: Palgra-
ve Macmillan.
Hayes, John Richard, & Linda Flower. 1980. “Identifying the organization of
writing processes.” In Cognitive Processes in Writing, edited by Gregg &
Steinberg. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
3 Olga Markič would like to thank for the grant Mobilnost visokošolskih učiteljev –
Univerza v Ljubljani (MUL) C3330-17-539031 and the opportunity to spend three
months as a visiting professor at the University of Vienna. Research for this paper
was also carried out under the project “Rationality: between Logically Ideal and
Commonsensical in Everyday Reasoning.” The project is funded by the Croatian
Science Foundation. IP-2016-06-2408.
63
vely there to be found by anyone who happens to step into the infamous
gap, but complementary and a result of active construction. As second me-
taphor we propose the “tree metaphor” in order to provide a scaffold on the
scope of the state-of-the-art section with regard to the field. In this paper
we developed the theoretical grounds for using these metaphors, encoura-
ged by the success in using them in university teaching and writing work-
shops for students.3
Literature
Bereiter, Carl, & Marlene Scardamalia. The Psychology of Written Compositi-
on. Routledge, 1987.
Elbow, Peter. Writing With Power: Techniques for Mastering the Writing Pro-
cess. New York, NY: Oxford UnivPress, 1981.
Elbow, Peter. Everyone can write : essays toward a hopeful theory of writing
and teaching writing. New York, NY ua: Oxford UnivPress, 2000.
Fodor, Jerry A., & Pylyshyn, Zenon W. “Connectionism and Cognitive Archi-
tecture: A Critical Analysis.” Cognition 28, (1988): 3–71.
Girgensohn, Katrin. 2008. “Schreiben als spreche man nicht selbst. Über die
Schwierigkeiten von Studierenden, sich in Bezug zu ihren Schreibaufga-
ben zu setzenSch.” In Stil, Stilbruch, Tabu, edited by M. [HerausgeberIn]
Rothe, (S. 195–211). Münster [u.a.]: Lit-Verl. Girgensohn, K., & Sennewald,
N. (2012). Schreiben lehren, Schreiben lernen : eine Einführung. Dar-
mstadt: WBG.
Girgensohn, Katrin, & Nadja Sennewald. Schreiben lehren, Schreiben lernen :
eine Einführung. Darmstadt: WBG, WissBuchges, 2012.
Guinda, Carmen S., & Ken Hyland. 2012. “Introduction: A Conttext-Sensiti-
ve Approach to Stance and Voice.” In Stance and Voice in Written Acade-
mic Genres, edited by Ken Hyland & Carmen S. Guinda. London: Palgra-
ve Macmillan.
Hayes, John Richard, & Linda Flower. 1980. “Identifying the organization of
writing processes.” In Cognitive Processes in Writing, edited by Gregg &
Steinberg. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
3 Olga Markič would like to thank for the grant Mobilnost visokošolskih učiteljev –
Univerza v Ljubljani (MUL) C3330-17-539031 and the opportunity to spend three
months as a visiting professor at the University of Vienna. Research for this paper
was also carried out under the project “Rationality: between Logically Ideal and
Commonsensical in Everyday Reasoning.” The project is funded by the Croatian
Science Foundation. IP-2016-06-2408.
63
