Writing, Knowledge Construction and Idea Framing

Abstract

This paper is based on a small scale investigation into the way knowledge is constructed and the way ideas are framed (developed and linked with each other) in writing by overseas students on a British undergraduate programme. This paper applies the taxonomy of idea framing, which has been developed from the analysis of group interaction patterns (speaking) of the same students in academic settings, to the analysis of written data, comparing the differences and similarities between writing and speaking in terms of idea framing and knowledge construction. Two major types of idea framing are discussed: reactive framing and additive framing. This paper aims to examine the different patterns of framing of ideas employed by students in writing (the multi-dimensionality of knowledge construction and idea framing in writing) and also discusses the pedagogical implications of the study.