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“It’S Like A Story”: Rhetorical Knowledge Development In Advanced Academic Literacy, Christine Tardy
“It’S Like A Story”: Rhetorical Knowledge Development In Advanced Academic Literacy, Christine Tardy
Christine M. Tardy
In the academic ranks of schooling, writing tasks move gradually from a focus on the transmission of knowledge to the transformation of knowledge. As a more complex writing task, knowledge-transforming requires writers to engage in the rhetorical act of persuading readers of their work's value, significance, and credibility. At the postgraduate level, writers may be wrestling with these issues for the first time, often discovering this more occluded rhetorical dimension only after they have become somewhat more comfortable with issues of generic form or subject-matter content. This paper explores the nature and role of rhetorical knowledge in advanced academic literacy …
‘That’S Why I Do It’: Flow And Efl Teachers’ Practices, Christine Tardy
‘That’S Why I Do It’: Flow And Efl Teachers’ Practices, Christine Tardy
Christine M. Tardy
Csikszentmihalyi's (1997) concept of flow describes a mental state resulting from peak experiences in which the level of challenge is high, but manageable given a person's skills. Because flow occurs at peak moments, these moments can motivate teachers, possibly shaping their classroom practices and giving them insight into their teaching beliefs. This exploratory interview study examines ten EFL teachers' flow experiences at work, and considers their implications for teacher education. The teachers all reported experiencing flow, and key categories relating to its occurrence were derived from their descriptions. Based on this study, we suggest that the concept of flow provides …