Authored Books by Nancy Penrose
IEEE Transactions on Professional Communication, 2005
Charlotte Kaempf--Book Review of the second edition of _Writing in the Sciences: Exploring Conven... more Charlotte Kaempf--Book Review of the second edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ by Ann M. Penrose and Steven B. Katz
IEEE Transactions on Professional Communication, 2012
The third edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ by ... more The third edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ by Ann M. Penrose and Steven B. Katz, is reviewed by Jolynne Berrett.
Technical Communication, 2005
_Writing in the Sciences_ by Penrose and Katz, reviewed by Candie McKee.
kairos.technorhetoric.net/9.1/reviews/allison/index.htm, 2004
The second edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ by... more The second edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ by Penrose and Katz, is reviewed by Libby Allison.
Issues in Writing, 1999
The first edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ (St... more The first edition of _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ (St. Martin's Press, 1998) by Ann M. Penrose and Steven B. Katz, is reviewed by Ann M. Blakeslee, Eastern Michigan University.
_Writing in the Sciences: Exploring Conventions of Scientific Discourse_ --all editions
"A rhetorical, multi-disciplinary guide, Writing in the Sciences discusses the major genres of sc... more "A rhetorical, multi-disciplinary guide, Writing in the Sciences discusses the major genres of science writing including research reports, grant proposals, conference presentations, and a variety of forms of public communication. Multiple samples from real research cases illustrate a range of scientific disciplines and audiences for scientific research along with the corresponding differences in focus, arrangement, style, and other rhetorical dimensions. Comparisons among disciplines provide the opportunity for students to identify common conventions in science and investigate variation across fields."
**NOTICE: A free, open access version of the 2010 third edition of _Writing in the Sciences_, with copyrighted material excised, is now hosted as an ebook on the Parlor Press website at: https://parlorpress.com/products/writing-in-the-sciences-exploring-conventions-of-scientific-discourse.
©2020 by Ann M. Penrose and Steven B. Katz ISBN 978-1-64317-186-9.
(PDF, 326 pages. Free purchase.)
Newly Published by Nancy Penrose
Writing in the Sciences: Exploring Conventions of Scientific Discourse_3e (2010) Open Access Version, 2020
_Writing in the Sciences: Exploring Conventions of Scientific Discourse_ is an advanced science w... more _Writing in the Sciences: Exploring Conventions of Scientific Discourse_ is an advanced science writing textbook, grounded in the rhetoric of science, the sociology and history of science, and linguistics. The book treats the major genres of writing in science and research: scientific research reports, grant proposals, conference papers and other professional presentations, and public communication, as well as the social, rhetorical, and ethical bases of these as scientific arguments. Focusing not only on the distinctive features of these genres but also on how and why such texts are created by scientists, the book thus highlights the multiple genres of science writing as distinguished from technical writing and other professional writing domains.
In keeping with the goal of treating genres as they are used in various disciplines, the authors approach the task of teaching students in the sciences how to write in their chosen field in a descriptive rather than a prescriptive way. That is, rather than listing a generic set of prescriptive rules, the authors present general rhetorical concepts and heuristics that students can use to recognize and analyze the conventions actually used by scientists in their own fields, and to use these conventions effectively in their own writing. Examples are drawn from a range of scientific disciplines, enabling students to recognize and place their own field's practices in the context of those of other disciplines. Such comparisons also provide the opportunity for instructors and students to identify common conventions in science, investigate variation across fields, and recognize relationships between the structure of a discipline's inquiry and the logic of its spoken, written, graphic, and digital texts.
--
The third edition of _Writing in the Sciences_ was published by Pearson Education in 2010. The text of this version, with copyrighted material excised and minimal updates,
was prepared for Open Access as a PDF ebook hosted by Parlor Press in 2020. With special thanks to David Blakesley, this book is FREE and available for personal and educational purposes under a Creative Commons License, and the Fair Use Act.
Papers by Nancy Penrose
Oxford University Press eBooks, 1993
... The topics and concerns of the seminar series reflected Carnegie Mellon's emphasis ... a... more ... The topics and concerns of the seminar series reflected Carnegie Mellon's emphasis ... and Learning: Exploring the Consequences of Task Interpretation, 52 ANN M. PENROSE ... The Library Revisited: Exploring Students' Research Processes, 102 JENNIE NELSON What Studies ...
Social Science & Medicine, 1986
The medical interview can be viewed as a verbal exchange between two people trying to solve a pro... more The medical interview can be viewed as a verbal exchange between two people trying to solve a problem. Research in linguistics and cognitive psychology casts interesting and useful light on such discourse. Using the concepts 'frames' and 'heuristics' from these fields, we viewed, transcribed and analyzed taped sessions between a family practice physician and sixteen patients to examine how those patients understood their illness. To be an effective teacher the physician must discover not only the causes of the patient's medical problem, but also something of the conceptual structure that supports the patient's perceptions and understanding of his problem. This paper presents a method to understand these conceptual structures and how they function.
Written Communication, 1992
This study explores the assumption that writing is a way to learn by examining the influence of t... more This study explores the assumption that writing is a way to learn by examining the influence of task interpretation on writing and studying as learning aids. Forty college freshmen performed two tasks: reading-to-write and reading-to-study. Approaches to each task were categorized to test for effects of task interpretation. Students answered passage-specific comprehension questions after each task and gave think-aloud protocols as they worked. To assess learning processes, protocol transcripts were analyzed using a taxonomy of cognitive operations. Writing led to lower scores than studying on two of four comprehension measures. Writing and studying led to different patterns of cognitive operations when students worked with a fact-based source passage, but (a) these differences interacted with task interpretation, and (b) virtually no effects of task were observed on a more abstract passage. Results indicate that task interpretation and the nature of the material to be learned are im...
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to College Composition and Communication.
Research in The Teaching of English, 2002
Motivated by case study reports of first-generation students' discomfort in the academic com... more Motivated by case study reports of first-generation students' discomfort in the academic community, this quantitative descriptive study examines first-generation students' perceptions of their academic literacy skills and their performance and persistence in ...
Description Title: The Problem-solving processes of writers and readers Author(s): Rosbery, Ann S... more Description Title: The Problem-solving processes of writers and readers Author(s): Rosbery, Ann S.; Warren, Beth; Bruce, Bertram C.; Flower, Linda; Bowen, Betsy; Kants, Margaret; Penrose, Ann M. Subject(s): social perspective cognitive perspective writing reading problem-solving communicative Abstract: This report discusses a cognitive/social perspective on writing and reading. Research demonstrating the communicative and problem-solving nature of writing and reading is examined, with special attention given to the influences that audience and purpose have on the construction of meaning. This theoretical position is illustrated with a series of "scenarios" that portray students of varying ages and levels of sophistication as they tackle writing and reading assignments in school. Woven throughout the scenarios are practical suggestions for supporting students' writing and reading expertise across a range of contexts. Issue Date: 1990-02 Publisher: Champaign, Ill. : Univ...
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Authored Books by Nancy Penrose
**NOTICE: A free, open access version of the 2010 third edition of _Writing in the Sciences_, with copyrighted material excised, is now hosted as an ebook on the Parlor Press website at: https://parlorpress.com/products/writing-in-the-sciences-exploring-conventions-of-scientific-discourse.
©2020 by Ann M. Penrose and Steven B. Katz ISBN 978-1-64317-186-9.
(PDF, 326 pages. Free purchase.)
Newly Published by Nancy Penrose
In keeping with the goal of treating genres as they are used in various disciplines, the authors approach the task of teaching students in the sciences how to write in their chosen field in a descriptive rather than a prescriptive way. That is, rather than listing a generic set of prescriptive rules, the authors present general rhetorical concepts and heuristics that students can use to recognize and analyze the conventions actually used by scientists in their own fields, and to use these conventions effectively in their own writing. Examples are drawn from a range of scientific disciplines, enabling students to recognize and place their own field's practices in the context of those of other disciplines. Such comparisons also provide the opportunity for instructors and students to identify common conventions in science, investigate variation across fields, and recognize relationships between the structure of a discipline's inquiry and the logic of its spoken, written, graphic, and digital texts.
--
The third edition of _Writing in the Sciences_ was published by Pearson Education in 2010. The text of this version, with copyrighted material excised and minimal updates,
was prepared for Open Access as a PDF ebook hosted by Parlor Press in 2020. With special thanks to David Blakesley, this book is FREE and available for personal and educational purposes under a Creative Commons License, and the Fair Use Act.
Papers by Nancy Penrose
**NOTICE: A free, open access version of the 2010 third edition of _Writing in the Sciences_, with copyrighted material excised, is now hosted as an ebook on the Parlor Press website at: https://parlorpress.com/products/writing-in-the-sciences-exploring-conventions-of-scientific-discourse.
©2020 by Ann M. Penrose and Steven B. Katz ISBN 978-1-64317-186-9.
(PDF, 326 pages. Free purchase.)
In keeping with the goal of treating genres as they are used in various disciplines, the authors approach the task of teaching students in the sciences how to write in their chosen field in a descriptive rather than a prescriptive way. That is, rather than listing a generic set of prescriptive rules, the authors present general rhetorical concepts and heuristics that students can use to recognize and analyze the conventions actually used by scientists in their own fields, and to use these conventions effectively in their own writing. Examples are drawn from a range of scientific disciplines, enabling students to recognize and place their own field's practices in the context of those of other disciplines. Such comparisons also provide the opportunity for instructors and students to identify common conventions in science, investigate variation across fields, and recognize relationships between the structure of a discipline's inquiry and the logic of its spoken, written, graphic, and digital texts.
--
The third edition of _Writing in the Sciences_ was published by Pearson Education in 2010. The text of this version, with copyrighted material excised and minimal updates,
was prepared for Open Access as a PDF ebook hosted by Parlor Press in 2020. With special thanks to David Blakesley, this book is FREE and available for personal and educational purposes under a Creative Commons License, and the Fair Use Act.