Learning the Literacy Practices of Graduate School: Insiders' Reflections on Academic Enculturation

by Christine Pearson Casanave (Editor), John M. Swales (Foreword), Xiaoming Li (Editor)

Attending graduate school presents a wide variety of challenges to both American and international students at U.S. universities . Learning the Literacy Practices of Graduate School explores many of those challenges in depth, addressing the textual features and conventions that characterize and underlie the advanced literacy practices at graduate school and examining the unwritten rules and expectations of participation and interpersonal relationships between advisors and advisees and among peers. It also delves into the impact of enculturation and interaction on student and faculty identity. Many disciplines are covered, including those related to second and foreign language learners. This volume brings to light the textual, social, and political dimensions of graduate study that tend not to be spoken or written about elsewhere. Learning the Literacy Practices of Graduate School is an inspirational resource book for graduate students and those serving as mentors for graduate students. It is indispensable for faculty members and advisors who are teaching classes that introduce students to graduate study.

280 pages, Paperback

First published February 4, 2008

Reviews

[Kyle · Rating 4 out of 5]

To say there are lots of ups and downs for language and literacy students working towards their Doctor of Philosophy seems to be a given, any pursuit (whether it is a professorial position, a career upgrade or a bit more knowledge) will have plenty of challenges. But reading the stories in their infinite varieties has the effect of adding to rather than taking away from the reader's personal struggles towards a dissertation. Many of these voices fall into conventional writerly ways of portraying their individual journeys, and considering the multilingual background many of the author wrote from; all the authors composed their reflections in English, yet only a small handful of them are identified as native English speakers. Yet it is the boldness of choosing what many of the learn later was the academically correct thing to do, while holding onto memories of being in the moment, choosing between "rock" and "hard place" and doing what graduate students do, makes each chapter a step forward with others, chronotopically happening all together. The most affirming part of this concurrent journey was the power of a personal story, and how narrative inquiry will be an important part of my studies in digital literacies.

[Elizabeth · Rating 4 out of 5]

Though this volume is focused largely on international students (and the types of issues they confront in graduate school), I imagine much of the advice would apply to any incoming graduate student. After all, most graduate students confront feelings of not belonging at some point in graduate school. For them, reading this volume might not only help them to see that they are not alone, but could also help them to navigate challenges more effectively than they otherwise might. This book could also provide graduate faculty with valuable insights into the challenges that students confront in graduate school, particularly if they are so far removed from them that they have somehow forgotten them. That being said, where the advice for students is plentiful here, there is less overt advice on offer for faculty readers.

[Bastia Marlowe · Rating 2 out of 5]

The two stars is present ONLY because there are some useful bits for graduate students. Otherwise, I would have burned this book months ago and just claimed there were no more books in the bookstore or Amazon so I'll just share with a classmate - whatever. Compiled as a set of articles on graduate student life, I was turned off by the incessant whining of rich people feeling mainstream and not special. When they've spent several hours of several days tracking down financial aid information and then still waiting for finaid to kick in, whilest having to pay out of pocket for classes and books, then not taking as many classes because of the deadline and not being able afford all classes, and then getting lectured by your grad advisor how you're "supposed" to take the courses in order but no, I can't help you with financial aid....ONLY THEN can the authors of the articles in this book tell me a little something about being a graduate student. Notice the word "enculturation" in the title. When there wasn't whining, there was a constant declaration that novice grad students would give up their voice until deemed worthy, and before it REALLY started sounding like a cult, I closed the book. It may end up being the ONE class book I actually sell back. That's how useless it is.

[Jules · Rating 3 out of 5]

This book is aimed at faculty and doctoral students. The chapters are mostly personal reflections which is a nice change from "tricks" to grad school. The book is centred on American academia but benefits from many international perspectives. For example, there is a chapter contrasting writing a thesis in China versus the United States. It is refreshing to hear how different parts of the world approach graduate studies.

The early chapters center around overcoming imposter phenomena of graduate students. The second section focuses on mentorship between faculty and students. The final chapters are an introduction to early academic careers. The writing is personal and vulnerable, and the formatting fits well. The tone of the book is sombre. For example, the early part of the book laments the loss of a graduate student to suicide. I had picked this up the book looking for more of a guide to school, but this had some important lessons on stress and anxiety management.

This isn't a particularly bubbly book, but I think it is worth checking out if you are interested in how American graduate studies fit into a global perspective.