Studies of Disciplinary Discourse by UBC Vantage College Students
Thank you for visiting this UBC Wiki site featuring micro-research projects by first-year international UBC students at Vantage College. Read on if you would like to know about
This UBC Wiki Sandbox a space in which these projects can be posted, read and collaboratively discussed within the Vantage and larger UBC community. This initiative is part of a wider effort at UBC Vantage College for academic language and writing instruction to 'raise their game' in early undergraduate studies by positioning and outfitting learners early in their (multi)disciplinary apprenticeships as agentive meaning-makers and knowledge creators.
The projects posted here typically emerge from students' coursework in the research-based academic writing courses (e.g., LLED200; LLED201; WRDS 150; SCIE113) as well as the more specialized VANT140 courses, which provide language support for specific content courses (such as Psyc 101: Introduction to Biological & Cognitive Psychology and APSC 178: Electricity, Magnetism & Waves). While the initial contributions are from Vantage students in the Science stream - with discourse studies of specific sub-fields and/or genres of Biology, Chemistry, and Computer Science - we invite projects from students in the other Vantage streams of Arts, Management, and Applied Science. Comments and discussion on these studies of disciplinary discourse are invited and encouraged from across the Vantage College and UBC communities: please participate in this innovative initiative!
UBC Vantage College (VC) students are relatively well-positioned among first-year students to carry out these studies. While VC students are academically well-prepared, their status as users of English as an additional language implies a particular interest in the explicit understanding of how language use (i.e., discourse) shapes and is shaped by scholarship in general and, more specifically, by disciplinary sub-cultures. In much of the coursework in the above-listed courses, students are sensitized to the links between language choices and disciplinary meaning-making practices. As you read these micro-studies, we hope that