Abstract
First Class Answers in History (Bennett, 1974) is a collection of reflections by seven Cambridge tutors on the characteristics of outstanding essay answers in the University’s final examinations. In his editorial introduction to the volume, Bennett demolishes the notion that there is any “hidden mystery about good history writing” (p. 6). He contends:
Excellence in historical writing consists of simple and solid virtues, not of facile tricks and gaudy gadgets. It can therefore be appreciated by all who have the wit and the diligence to seek it; it is no monopoly of those who possess superior talents (1974, p.2).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bennett, R. (Ed.) (1974). First class answers in history. London: Weidenfeld & Nicholson.
Bereiter, C. (1980). Development in writing. In L. W. Gregg & E. R. Steinberg. Cognitive processes in writing (pp. 79–93 ). Hillsdale, N.J.: Lawrence Erlbaum.
Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing abilities, 11–18. London: Macmillan Education.
Clignet, R. (1974). Liberty and equality in the educational process. New York: Wiley.
Dahlgren, L. O. (1984). Outcomes of learning. In F. Marton, D.Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 19–35 ). Edinburgh: Scottish Academic Press.
Eco, U. (1985). Reflections on `The name of the rose’ London: Secker & Warburg. Elton, G. R. (1969). The practice of history. London: Collins/Fontana.
Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Flower, L. S., & Hayes, J. R. (1980). The dynamics of composing: making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31–50 ). Hillsdale, N.J.: Lawrence Erlbaum.
Galbraith, D. (1980). The effect of conflicting goals on writing: A case study. Visible Language, 14, 364–375.
Gouldner, A. W. (1976). The dialectic of ideology and technology. London: Macmillan.
Gregg, L. W., & Steinberg, E. R. (Eds.). (1980). Cognitive processes in writing. Hillsdale, N.J.: Lawrence Erlbaum.
Harris, R. S., & McDougall, R. L. (1959). The undergraduate essay. Toronto: Toronto UP.
Hartley, J. (Ed.). (1980). The psychology of written communication. London: Kogan Page.
Hirsch, E. D. Jr. (1977). The philosophy of composition. Chicago: Chicago UP.
Hounsell, D. (1984). Essay planning and essay writing. Higher Education Research and Development, 3, 13–31.
Hounsell, D. (1984). Learning and essay-writing. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 103–123 ). Edinburgh: Scottish Academic Press.
Hounsell, D. (1984). Students’ conceptions of essay-writing. Unpublished doctoral thesis, University of Lancaster.
Hounsell, D. (1985). Writing, learning and teaching: The quality of feedback. Invited address, Society for Research into Higher Education and British Psychological Society Cognitive Section international conference, “Cognitive Processes in Student Learning”, University of Lancaster.
Hyam, R. (1974). The expansion of Europe: “Imperial”, African and Asian history since c. 1800. In R. Bennett (Ed.), First class answers in history (pp. 135–165 ). London: Weidenfeld & Nicholson.
Kaplan, R. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1–20.
Martin, N., D’Arcy, P., Newton, B., & Parker, R. (1976). Writing and learning across the curriculum, 11–16. London: Ward Lock Educational.
Marton, F. (1981). Phenomenography–describing conceptions of the world around us. Instructional Science, 10, 177–200.
Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 36–55 ). Edinburgh: Scottish Academic Press.
Marton, F., Hounsell, D., & Entwistle, N., (Eds.). (1984). The experience of learning. Edinburgh: Scottish Academic Press.
Newkirk, T. (1982). Cognition and writing. Harvard Educational Review, 52, 84–89.
Olson, D. (1976). Culture, technology and intellect. In L.B. Resnick (Ed.), The nature of intelligence (pp. 189–202 ). Hillsdale, N.J.: Lawrence Erlbaum.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
Polanyi, M. (1967). The tacit dimension. London: Routledge & Kegan Paul.
Raaheim, K. (1981). The first examinations at university. In K Raaheim & J. Wan-kowski. Helping students to learn at university. Bergen: Sigma Forlag.
Ramsden, P. (1984). The context of learning. In F. Marton, D. Hounsell, & N.Entwistle (Eds.), The experience of learning (pp. 144–164 ). Edinburgh: Scottish Academic Press.
Rowntree, D. (1977). Assessing students. How shall we know them? London: Harper & Row.
Säljö, R. (1982). Learning and understanding: A study of differences in constructing meaning from a text. Göteborg: Acta Universitatis Gothoburgensis.
Säljö, R. (1984). Learning from reading. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 71–89 ). Edinburgh: Scottish Academic Press.
Sim, V. M. (1948). The essay examination as a projective technique Educational and Psychological Measurement, 8, 15–31.
Spencer, E. (1983). Writing matters across the curriculum. Edinburgh: Scottish Council for Research in Education/Hodder & Stoughton.
Svensson, L. (1984). Skill in learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 56–70 ). Edinburgh: Scottish Academic Press.
Wason, P. (Ed.) (1980). Dynamics of writing. (Special issue). Visible Language, 14(4).
Wenestam, C-G. (1980). Qualitative differences in retention. Göteborg: Acta Universitatis Gothoburgensis.
Whiteman, M. F. (Ed.). (1981). Writing: The nature, development and teaching of written communication. Vol. 1. Variation in writing: functional and linguistic cultural differences. Hillsdale, N.J.: Lawrence Erlbaum.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1988 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Hounsell, D. (1988). Towards an Anatomy of Academic Discourse: Meaning and Context in the Undergraduate Essay. In: Säljö, R. (eds) The Written World. Springer Series in Language and Communication, vol 23. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-72877-8_11
Download citation
DOI: https://doi.org/10.1007/978-3-642-72877-8_11
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-72879-2
Online ISBN: 978-3-642-72877-8
eBook Packages: Springer Book Archive