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Perspectives on Behavior Science

, Volume 41, Issue 2, pp 561–568 | Cite as

Pedagogy of Academic Narrative: Insights from They Say/I Say: The Moves that Matter in Academic Writing by Graff and Birkenstein (2014)

  • L. Kimberly EptingEmail author
Commentary
  • 136 Downloads

Hineline’s (elsewhere in this issue) analysis of narrative is noteworthy in three respects. First, it provides insights into the essential behavioral elements that may give rise to the larger behavioral experience of reading a narrative. Second, it suggests that mastering effective narrative may be critical to dissemination of our science and practice. Third, it models openness to what others beyond behavior science may contribute to our understanding. The last two points are the focus of my comments.

As a veteran teacher of undergraduates, I have come to view the teaching of writing as the thorniest problem to be solved in my job. Writing—in academia, in business, in life—is a complex but critical skill with which many students, teachers, and professionals struggle (e.g., see Brockman, Taylor, Crawford, & Kreth, 2010; Epting, 2011; Galton, 1908; National Association of College & Employers, 2015; National Center for Education Statistics, 2012; Pinker, 2014; Quible & Griffin, 2007;...

Keywords

Narrative Rhetoric Composition Studies Writing 

Notes

Acknowledgements

I am grateful to the late Dr. Lizabeth A. Rand for her willing discussion of all things writing and our collaborations, and to Dr. Tom Critchfield for always supporting rather than squelching my beyond-the-boundaries interests as a behaviorist.

Funding Information

This work was partially supported by a Center for Writing Excellence Summer Scholarship Grant from Elon University.

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Copyright information

© Association for Behavior Analysis International 2018

Authors and Affiliations

  1. 1.Psychology DepartmentElon UniversityElonUSA

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