EvalG4ssArtFall2008

**Activity: Evaluating Published Secondary Literature: Print Article** **EvalG4ssArtF2008**  __**Reviewed Print Article:** __ **Carter, Michael, Miriam Ferzli, and Eric N. Wiebe. “Writing to Learn by Learning to Write in the Disciplines.” //Journal of Business and Technical Communications// 21.3 (2007): 278-302**  The Journal of Business and Technical Communications (JBTC) “provides a forum for discussion of communication practices, problems and trends in business, professional, scientific and governmental fields.”(CITE) The goal of the journal is to improve communication practices in both academia and industry by disseminating knowledge. Key topics and issues include managerial communication, collaborative writing, ethics of business communication, technical writing, pedagogy, business-communication education, gender differences in writing, international communication, graphic design, ethnography and corporate culture. The journal’s target audience is educators, researchers, scholars, managers, technicians and practioners. It is a refereed journal not connected to a professional organization.
 * **Review of Publishing Source ** ||
 * //JBTC Focus, Target Audience and Status //

The editor of JBTC is David R. Russell, PhD, Professor, Rhetoric and Professional Communications at Iowa State University. According to his resume, Dr. Russell has written or edited at least six books and published numerous journal articles related to his interests in writing in the academic disciplines and professions, international writing instruction, writing assessment, and the history of writing instruction in education. He has been awarded numerous research grants, has been a writing-across-the-curriculum consultant and presented at conferences in the United States and internationally. JBTC was founded in 1986 at Iowa State University to meet a demand for research and analysis in the field of business and technical communications. || JBTC has frequently won the National Council of Teachers of English (NCTE) award presented nationally for excellence in publications in technical and scientific communication. || JBTC is published by privately owned Sage Publications, “an independent international publisher of journals, books and electronic media.” According to their website, Sage Publications in committed to quality and innovation and is a “world leader” in scholarly, education and professional markets. Founded in 1965, SAGE annually publishes over 485 journals and 500 book titles for academic and professional communities. Their mission is to “enhance and distribute effectively intellectual property.” SAGE won the 2007 PSP (Professional Scholarly Publishing) award for excellence for best platform for online journals. || The authors of this article were (and are currently) members of the faculty at North Carolina State University from three different departments with different fields of study. Based on this article, however, they are connected by their interest in how writing impacts learning. All have published books or books on CD and articles in other journals related to writing and pedagogy in their individual fields and to writing across disciplines. Michael Carter, PhD is Professor of Rhetoric and Composition, Department of English  ·  Book: __Where Writing Begins: A Postmodern Reconstruction__ (Southern Illinois University Press, 2003) <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Journals: //College Composition and Communication, Kairos, Language and Learning Across Disciplines, Rhetoric Review, Teaching English in the Two Year College, Technical Communication Quarterly.// <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Miriam Ferzli, PhD, Teaching Assistant Professor, Biological Science International, College of Agriculture and Life Sciences <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Co-author (with Eric N. Wiebe and others) of __Visualization in Technology Education__ (a series of three books on CD published by Thomson/Delmar Learning, 2005-2006) This series is designed “to promote the use of graphic visualization among grades 8-12 students to improve their higher order thinking, communication skills and understanding of science, technology, engineering, mathematics…” <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Eric N Wiebe, PhD, Associate Professor, Department of Math Science and Technology Education, College of Education <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Co-author of three textbooks on technical graphics and scientific visualization (The __Student Edition of Generic CADD__, __Fundamentals of Graphics Communication__, __Technical Graphics Communication)__ <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Journals//: Engineering Design Graphics Journal, International Journal of Science Education, Journal of Science Education and Technology, Journal of Technology and Teacher Education// <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">All three authors collaborated on at least two other journal articles, “Teaching Genre to English First-Language Adults: A Study of the Lab Report” published in //Research in the Teaching of English// in May 2004 and “LabWrite: Transforming lab Reports from Busy Work to Meaningful Learning Opportunities published in the //Journal of College Science Teaching// in 2005. They have also collaborated on multiple presentations including “The Science Laboratory Report as a Pedagogical Tool for Promoting Scientific Literacy in College Students” presented at the National Association for Research in Science Teaching in Philadelphia in March 2003 and “LabWrite: Improving lab report writing” presented at NCSTA (North Carolina Science Teachers Association) in Greensboro, NC in 2001. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Carter and Wiebe publish regularly, Carter since 1987 and Wiebe since 1991. Ferzli received her PhD and began publishing in 2003. Based on this evaluation, none of the authors have won any relevant awards. They have been awarded multiple research grants including funding from the National Science Foundation for the research described in this article. Carter and Wiebe appear to be in process of becoming subject matter experts in their field of study—Carter in writing across the disciplines and Wiebe in using technology in education. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">North Carolina State University is a 4-year institution that the Carnegie Foundation for the Advancement of Teaching classifies as doctoral with science, technology, engineering, math dominant and as a research university with high research activity. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Based on their website, NCSU considers itself a “research-extensive university that takes its role as a problem-solver for the state, nation and world seriously.” They promote this success by citing discoveries resulting in 550 patents created in “collaboration and partnership of great minds and leaders.” The NCSU Centennial Campus, which houses companies, government agencies and research units from the colleges of Engineering, Textiles and Veterinary Medicine has been “a national model for university research campuses for more than 20 years…” || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Based on the work evaluated, the authors cited are qualified in the field of writing to learn and writing in the disciplines; one is the editor of the JBTC. The articles cited were published by reliable publishers including //College Composition and Communication, College English//, //Educational Psychology Review, Educational Researcher, Journal of Business and Technical Communications, Journal of Teaching Writing, Research in Teaching English// and //Written Communication.// The twelve books cited were published by reliable publishers that focused primarily on scholarly books or textbooks. Three of the publishers (Boynton Cooke, Lawrence Erlbaum and Longman) were small, independents that have been bought or merged with other publishers since the cited books were published. The citation dates range from 1981 to 2007. Since a portion of this article is a theoretical review, the historical nature of the material seems appropriate. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">“How does writing in the disciplines encourage learning in the disciplines? We are especially interested in learning understood as socialization into the disciplines.” (281)  || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">In reviewing other studies that have explored writing to learn, the authors indicate that these studies, while indicating how writing promotes learning “tend to talk about how writing in general encourages learning in general, not about specific disciplinary kinds of writing and learning.” (282) This study focuses on how writing in a discipline (biology) promotes learning in that discipline by socializing the students into the discipline. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">The authors consider this study “a preliminary step in investigating the assumption that writing in the disciplines encourages learning in the disciplines.” (282) Depending on ongoing research and results, this study could potentially be used by educators, educational institutions and curriculum designers and have long-term impact on how students are taught within disciplines. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">The content of the article is built on other published literature. It contains a literature review as part of its introduction that reviews the history (since late 80’s) of writing across the curriculum and writing in the disciplines. It also includes a review of literature as part of a theoretical background. References to other appropriate research are integrated into the literature review and theoretical background. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">The methodology was clearly presented in the article— __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Method __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">: Semi-structured interviews by one of the authors using a protocol the authors had developed and piloted in a different biology class. __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Who __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">: 10 North Carolina State University students randomly selected from a Biology 183 class __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">How __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">: Students were interviewed at the end of the semester about their reactions to using written lab reports as part of a class with a lecture-lab format. __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Special notes: __<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Biology 183 was the second of two classes to introduce biology to students majoring in life sciences. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Written lab reports were not typically required for all labs in Biology 183. The trend is to use “fill in the answer” worksheets especially in classes with a large number of students. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">With the exception of multiple-choice tests, no writing was required in the lecture portion of the class. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">None of the authors taught the Biology 183 class or conducted the lab. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">All student participation was voluntary. The research complied with NCSU human-subject regulations. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">The authors noted the following weaknesses— <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Small sample <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Data based on retrospective interviews, were not triangulated by other data and were not quantifiable <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Original coding of responses had to be narrowed down based on similarities in the responses. As a result, and in combination with the small sample, the results could not be quantified. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> Interviews were “loosely based” on a similar study conducted by the authors. While the components of the previous study were never mentioned in the interview, some of the student referred to it in their responses. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">In reviewing the article, the strengths noted include— <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">An extensive discussion of writing in the disciplines, writing across the curriculum and socialization and learning <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt"> ·  <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Significant questions about writing to learn, writing and socialization and the concept of students as “apprentices” within their discipline are put forth that if researched could have an impact how students are taught. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">The results were presented in a coherent manner. The results cannot be generalized because of the small sample and noted limitations. <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">However, the authors use the student responses and the results to pose significant questions about writing to learn, writing across disciplines and how writing encourages socialization into a discipline. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">
 * [SS: For additional information about the journal JBTC, see the page "Activity--Content (Professional Journals & Othr Resources).] ** ||
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">JBTC Editor //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">JBTC Awards and Recognition //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Publisher of Journal //
 * **<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Bold; mso-bidi-font-size: 11.0pt">Review of Authors and Experts Cited ** ||
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Authors and Publishing History //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Academic Institution of Authors //
 * **<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Bold; mso-bidi-font-size: 11.0pt">Verifiability of Content ** ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">The article, which was published in 2007, adds to a body of research and discussion about writing in the disciplines and situated learning. As part of an ongoing discussion, it should not become dated. As the authors state, “This study is a preliminary step in investigating the assumption that writing in the disciplines encourages learning in the disciplines.” (282)
 * **<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Bold; mso-bidi-font-size: 11.0pt">Research Methodology ** ||
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Research question //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Significance //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Literature Review //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Research Methods Used //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Strengths and Weaknesses //
 * //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-family: Times-Roman; mso-bidi-font-size: 11.0pt">Results //