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Learning the Literacy Practices of Graduate School

Insiders' Reflections on Academic Enculturation
Christine Pearson Casanave and Xiaoming Li, Editors
Foreword by John M. Swales


Attending graduate school presents a wide variety of challenges to both American and international students at U.S. universities. Learning the Literacy Practices of Graduate School explores many of those challenges in depth, addressing the textual features and conventions that characterize and underlie the advanced literacy practices at graduate school and examining the unwritten rules and expectations of participation and interpersonal relationships between advisors and advisees and among peers. It also delves into the impact of enculturation and interaction on student and faculty identity. Many disciplines are covered, including those related to second and foreign language learners. This volume brings to light the textual, social, and political dimensions of graduate study that tend not to be spoken or written about elsewhere.

Learning the Literacy Practices of Graduate School is an inspirational resource book for graduate students and those serving as mentors for graduate students. It is indispensable for faculty members and advisors who are teaching classes that introduce students to graduate study.

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Copyright © 2008, University of Michigan. All rights reserved.

Product Details

  • 6 x 9.
  • 280pp.
Available for sale worldwide

  • Paper
  • 2008
  • Available
  • 978-0-472-03231-0

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  • $31.95 U.S.



  • mentors, graduate school, academic writing, academic identity, dissertation, writing for publication, voice, international students, second language writing, reflection, higher education, academic enculturation, faculty advisors, community of practice, qualitative research, situated learning, literary practices, doctoral student attrition, socialization, novice graduate students, genre studies, apprenticeship, expectations