Community College Faculty and Conceptualizations of Disciplinary Writing

Abstract

In this manuscript, the authors use metaphor analysis to uncover community college faculty conceptualizations about disciplinary writing. The findings suggest that faculty have multiple beliefs, attitudes, and perceptions of disciplinary writing and tend not to articulate differences between disciplinary writing practices and general writing practices. Implications of this study include the importance of faculty considering how their conceptualizations of writing can support students' understandings of, and practices in, writing throughout the college experience.