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In her 1990 article, "This was an easy assignment: Examining how students interpret academic writing tasks," and again in her 1995 "Reading classrooms as text: Exploring student writers’ interpretive practices," Jennie Nelson draws on data collected during a semester-long process study that looked at how 13 first-year students negotiated the
print-based writing assignments they received in a variety of courses, including sociology, engineering, and literature.  In providing readers with “a view of academic work from the students’ side of the desk” ("This was," 366), Nelson foregrounds a sound often lacking in scholarship today; that of students discussing the strategies they employ while responding to academic tasks. 
 
framework
While it may sometimes be useful to see ourselves as insiders who can help initiate our students into the worlds of academic discourse, I believe that we may at the same time need to be initiated into our students’ world, to position ourselves as outsiders to our students’ interpretive practices in order to explore the structure of assumptions that guides students’
choices when they write.
--Jennie Nelson
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