---
_id: '28696'
abstract:
- lang: eng
text: "The aim of the present study is to bring new momentum into research on students’\r\nunderstanding
of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit
conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated
set of conceptual metaphors that can be used to study student ideas about\r\nwriting
in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir
everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor.
Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts
were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives).
The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors
depart strongly from scientific approaches to academic writing within cognitive\r\npsychology
and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof
four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual
metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking
about writing."
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action
structures and space in undergraduates’ metaphors of academic writing. Journal
of Writing Research. 2021;12(3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. (2021). Building, emptying out,
or dreaming? Action structures and space in undergraduates’ metaphors of academic
writing. Journal of Writing Research, 12(3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01
bibtex: '@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out,
or dreaming? Action structures and space in undergraduates’ metaphors of academic
writing}, volume={12}, DOI={10.17239/jowr-2021.12.03.01},
number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and
Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }'
chicago: 'Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying
out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of
Academic Writing.” Journal of Writing Research 12, no. 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming?
Action structures and space in undergraduates’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01.'
mla: Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures
and Space in Undergraduates’ Metaphors of Academic Writing.” Journal of Writing
Research, vol. 12, no. 3, 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2021-12-13T10:30:14Z
date_updated: 2023-12-21T08:38:01Z
department:
- _id: '424'
- _id: '749'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: '3'
keyword:
- metaphor analysis
- academic writing
- transitivity
- spatial primitives
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
status: public
title: Building, emptying out, or dreaming? Action structures and space in undergraduates’
metaphors of academic writing
type: journal_article
user_id: '53917'
volume: 12
year: '2021'
...
---
_id: '28687'
abstract:
- lang: eng
text: 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:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Miriam
full_name: Körber, Miriam
last_name: Körber
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
citation:
ama: Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to
undergraduates’ metaphors of reading. Frontline Learning Research. 2019;9(4):25-57.
doi:10.14786/flr.v7i4.559
apa: Scharlau, I., Körber, M., & Karsten, A. (2019). Plunging into a world?
A novel approach to undergraduates’ metaphors of reading. Frontline Learning
Research, 9(4), 25–57. https://doi.org/10.14786/flr.v7i4.559
bibtex: '@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A
novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={10.14786/flr.v7i4.559},
number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and
Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }'
chicago: 'Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a
World? A Novel Approach to Undergraduates’ Metaphors of Reading.” Frontline
Learning Research 9, no. 4 (2019): 25–57. https://doi.org/10.14786/flr.v7i4.559.'
ieee: 'I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach
to undergraduates’ metaphors of reading,” Frontline Learning Research,
vol. 9, no. 4, pp. 25–57, 2019, doi: 10.14786/flr.v7i4.559.'
mla: Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’
Metaphors of Reading.” Frontline Learning Research, vol. 9, no. 4, 2019,
pp. 25–57, doi:10.14786/flr.v7i4.559.
short: I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019)
25–57.
date_created: 2021-12-13T09:50:25Z
date_updated: 2022-06-07T00:06:15Z
department:
- _id: '424'
doi: 10.14786/flr.v7i4.559
intvolume: ' 9'
issue: '4'
keyword:
- metaphor
- conceptual metaphor
- metaphor analysis
- academic reading
- transitivity
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.sfu.ca/flr/index.php/journal/article/view/559/597
oa: '1'
page: 25 - 57
publication: Frontline Learning Research
publication_identifier:
issn:
- 2295-3159
publication_status: published
status: public
title: Plunging into a world? A novel approach to undergraduates’ metaphors of reading
type: journal_article
user_id: '42165'
volume: 9
year: '2019'
...