@article{28696,
  abstract     = {{The aim of the present study is to bring new momentum into research on students’
understanding of academic writing. Drawing on the idea that metaphors give insight into
implicit conceptions of abstract entities and processes, we developed a detailed and
differentiated set of conceptual metaphors that can be used to study student ideas about
writing in research, teaching, and interventions. A large sample of undergraduates produced
their everyday understanding of writing in short texts beginning with a self-generated
metaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their
texts were analyzed in terms of their action quality (transitivity) and spatiality (spatial
primitives). The undergraduates’ conceptualizations were very heterogeneous. Most
metaphors depart strongly from scientific approaches to academic writing within cognitive
psychology and sociocultural theory. Roughly half of the metaphors could be collated to one
of four metaphor systems. Depending on the desired degree of abstraction or concreteness,
conceptual metaphors or metaphor systems can be employed in further studies to illuminate
thinking about writing.}},
  author       = {{Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{metaphor analysis, academic writing, transitivity, spatial primitives}},
  number       = {{3}},
  pages        = {{493--529}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{28687,
  abstract     = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}},
  author       = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}},
  issn         = {{2295-3159}},
  journal      = {{Frontline Learning Research}},
  keywords     = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}},
  number       = {{4}},
  pages        = {{25 -- 57}},
  title        = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}},
  doi          = {{10.14786/flr.v7i4.559}},
  volume       = {{9}},
  year         = {{2019}},
}