Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3363
DC FieldValueLanguage
dc.contributor.authorJacobs, Cecilia-
dc.date.accessioned2015-11-09T10:51:13Z-
dc.date.available2015-11-09T10:51:13Z-
dc.date.issued2008-
dc.identifier.citationJacobs, C. (2009). Teaching explicitly that which is tacit–the challenge of disciplinary discourses. Focus on first-year success: Perspectives emerging from South Africa and beyond, 241-252.en_US
dc.identifier.urihttp://hdl.handle.net/11189/3363-
dc.description.abstractFocus – the explicit teaching of disciplinary discourses. Aim - examined how university lecturers across a range of disciplines, as well as academic developers, constructed their understandings of the teaching of disciplinary discourses. Study – explored how the shared expertise that disciplinary lecturers and academic developers brought to their teaching, heightened their awareness of the tacit nature of their disciplinary discourses and facilitated the explicit teaching of this rhetorical dimension of knowledge.en_US
dc.language.isoenen_US
dc.subjectTeachingen_US
dc.subjectExplicit teaching of disciplinary discoursesen_US
dc.subjectAcademic disciplinesen_US
dc.subjectDisciplinary discoursesen_US
dc.subjectKnowledge of disciplinary discoursesen_US
dc.titleTeaching that which is tacit – the challenge of disciplinary discoursesen_US
dc.type.patentOtheren_US
Appears in Collections:Eng - Conference Papers
Files in This Item:
File Description SizeFormat 
Jacobs_Cecilia_september_2008.pdfMain article50.28 kBAdobe PDFView/Open
Show simple item record

Page view(s)

64
Last Week
0
Last month
2
checked on Aug 13, 2026

Download(s)

29
checked on Aug 13, 2026

Google ScholarTM

Check


Items in Digital Knowledge are protected by copyright, with all rights reserved, unless otherwise indicated.