Education: stances in move 2

Stances in 'Introduction': Education - Introduction 4 - Stances in move 2

(1) Select an 'Introduction' (2) Select a move in that 'Introduction' (What is this?)

Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 2
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 2.

Title: Studying L2 writers' digital writing: An argument for post-critical methods
Author(s): Kevin Eric DePew, Susan Kay Miller
Journal: Computers and Composition (22), 2005. 259–278.

Clause

Making Move?
(Y/N)

Stances

Move 2, "Establish a Territory," Introduction 4 (*green = Stance Keywords)

(N) anticipate C25

High Argumentative

Though we do not advocate

21.1

(N) anticipate C25

NonArgumentative

that researchers develop projects about issues in which they have little grounding,

21.2

(N) anticipate C25

High Argumentative

we do believe that

21.3

(N) anticipate C25

High Argumentative

researchers should view this disciplinary division as an opportunity rather than an obstacle.

(N) support C23

High Argumentative: to proclaim

As we have already begun to see,

22.1

(N) support C23

NonArgumentative: to state fact

the writing classroom of the new millennium is characterized by digitally mediated communication and

22.2

(N) support C23

NonArgumentative: to state fact

is populated by students from around the world.

(N) anticipate C25

Non Argumentative

Both writing instructors and writing researchers face situations that specializations have not prepared them for.

(N) elaborate on C23

NonArgumentative: to state fact

As multimodalities and multiliteracies become the reality of the writing classroom,

24.1

(N) support C23

Tentative: to show some degree of

claims of disciplinary ignorance are becoming increasingly irresponsible.

(Y) Indicate a gap in research regarding theory and methodology (in issues pointed out above)

High Argumentative

Yet, to engage in these types of inquiry (such as answering the questions above), teacher scholars have little theoretical and methodological precedent for studying issues of these disciplines.

(N) support C25

Non Argumentative: to state fact

Scholars, such as George Braine (2001, 2003), Martha Pennington (1996), Marianne Phinney and Sandra Khouri (1993), Jeanne Marie Rose (2004), Taku Sugimoto (2004), and FrankTuzi (2004), have begun a discussion about digital/L2 writing with their theories and examinations,

(N) support C26

High Argumentative: to counter

but the conversation is still only a murmur.