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Religious faith, despite being a protected characteristic under UK law, is under-studied in higher education. In this article, I answer the call for studies that demonstrate the difference that religious adherence can make to the student experience of higher education instruction and assessment. In my qualitative study, I used ideas from ethnomethodology, FOUCAULT's archaeological work, academic literacies, and the Wittgensteinian perspective of WINCH to characterise the meeting of religious faith and sociological constructionism as a discursive problem occasioned by a born-again Christian student. I show how this discursive problem was described after it had been solved, pragmatically if not academically, in the student's writing. The solution comprised an interdiscursive technique of presenting faith-inspired ideas without pressing them into the service of an argument structure. My analysis of materials demonstrates a series of considerations that would not be relevant to non-religious students., Obwohl der religiöse Glaube nach britischem Recht ein geschütztes Merkmal ist, wird er in der Hochschulbildung nur unzureichend erforscht. In diesem Artikel versuche ich den Unterschied aufzuzeigen, den religiöse Zugehörigkeit für Studierende im Hochschulunterricht und bei dessen Bewertung bedeuten kann. In meiner qualitativen Studie habe ich Ideen aus der Ethnomethodologie, von FOUCAULT, aus Literacy-Studien und der Wittgensteinschen Perspektive im Sinne WINCH verwendet, um das Zusammentreffen von religiösem Glauben und soziologischem Konstruktionismus als ein diskursives Problem zu charakterisieren, das von einer der Wiedergeburtslehre folgenden Studentin verursacht wurde. Ich zeige, wie dieses diskursive Problem beschrieben wurde, nachdem es pragmatisch, wenn auch nicht akademisch, in der Arbeit der Studentin gelöst worden war. Die Lösung bestand in einer interdiskursiven Technik der Präsentation von Ideen, die vom Glauben inspiriert waren, ohne sie in den Dienst einer Argumentationsstruktur zu stellen. Meine Analyse der Materialien zeigt eine Reihe von Überlegungen, die für nicht-religiöse Studierende nicht relevant wären.

This article addresses academic writing as an occasionally “mysterious” phenomenon for students. This phenomenon has been well documented in educational and applied linguistic work, in which student talk has been understood as evidence of states of affairs in the world that the educationalist can then problematise and investigate. Using ideas from pragmatist philosophy as a heuristic, particularly Peirce’s notion of abduction, I conduct an EM/CA alternate study. This approach allows for a series of conversational techniques for talking about mysterious writing phenomena to be identified. Two longer analyses demonstrate social aspects of the problems of learning from experience, and of the possibility of identifying general explicatory, but informal, rules for academic writing. Treating student talk as accounts providing versions of events allows for different results than a transparent or representational conception of language. I conclude by noting that the tension between a researcher emphasis on situated practice, and the participant tendency to wish to find generalities, can continue to be a productive field for research if carefully framed.

This article addresses academic writing as an occasionally “mysterious” phenomenon for students. This phenomenon has been well documented in educational and applied linguistic work, in which student talk has been understood as evidence of states of affairs in the world that the educationalist can then problematise and investigate. Using ideas from pragmatist philosophy as a heuristic, particularly Peirce’s notion of abduction, I conduct an EM/CA alternate study. This approach allows for a series of conversational techniques for talking about mysterious writing phenomena to be identified. Two longer analyses demonstrate social aspects of the problems of learning from experience, and of the possibility of identifying general explicatory, but informal, rules for academic writing. Treating student talk as accounts providing versions of events allows for different results than a transparent or representational conception of language. I conclude by noting that the tension between a researcher emphasis on situated practice, and the participant tendency to wish to find generalities, can continue to be a productive field for research if carefully framed.

This article addresses academic writing as an occasionally “mysterious” phenomenon for students. This phenomenon has been well documented in educational and applied linguistic work, in which student talk has been understood as evidence of states of affairs in the world that the educationalist can then problematise and investigate. Using ideas from pragmatist philosophy as a heuristic, particularly Peirce’s notion of abduction, I conduct an EM/CA alternate study. This approach allows for a series of conversational techniques for talking about mysterious writing phenomena to be identified. Two longer analyses demonstrate social aspects of the problems of learning from experience, and of the possibility of identifying general explicatory, but informal, rules for academic writing. Treating student talk as accounts providing versions of events allows for different results than a transparent or representational conception of language. I conclude by noting that the tension between a researcher emphasis on situated practice, and the participant tendency to wish to find generalities, can continue to be a productive field for research if carefully framed.

This article addresses academic writing as an occasionally “mysterious” phenomenon for students. This phenomenon has been well documented in educational and applied linguistic work, in which student talk has been understood as evidence of states of affairs in the world that the educationalist can then problematise and investigate. Using ideas from pragmatist philosophy as a heuristic, particularly Peirce’s notion of abduction, I conduct an EM/CA alternate study. This approach allows for a series of conversational techniques for talking about mysterious writing phenomena to be identified. Two longer analyses demonstrate social aspects of the problems of learning from experience, and of the possibility of identifying general explicatory, but informal, rules for academic writing. Treating student talk as accounts providing versions of events allows for different results than a transparent or representational conception of language. I conclude by noting that the tension between a researcher emphasis on situated practice, and the participant tendency to wish to find generalities, can continue to be a productive field for research if carefully framed.

This article addresses academic writing as an occasionally “mysterious” phenomenon for students. This phenomenon has been well documented in educational and applied linguistic work, in which student talk has been understood as evidence of states of affairs in the world that the educationalist can then problematise and investigate. Using ideas from pragmatist philosophy as a heuristic, particularly Peirce’s notion of abduction, I conduct an EM/CA alternate study. This approach allows for a series of conversational techniques for talking about mysterious writing phenomena to be identified. Two longer analyses demonstrate social aspects of the problems of learning from experience, and of the possibility of identifying general explicatory, but informal, rules for academic writing. Treating student talk as accounts providing versions of events allows for different results than a transparent or representational conception of language. I conclude by noting that the tension between a researcher emphasis on situated practice, and the participant tendency to wish to find generalities, can continue to be a productive field for research if carefully framed.

This article addresses academic writing as an occasionally “mysterious” phenomenon for students. This phenomenon has been well documented in educational and applied linguistic work, in which student talk has been understood as evidence of states of affairs in the world that the educationalist can then problematise and investigate. Using ideas from pragmatist philosophy as a heuristic, particularly Peirce’s notion of abduction, I conduct an EM/CA alternate study. This approach allows for a series of conversational techniques for talking about mysterious writing phenomena to be identified. Two longer analyses demonstrate social aspects of the problems of learning from experience, and of the possibility of identifying general explicatory, but informal, rules for academic writing. Treating student talk as accounts providing versions of events allows for different results than a transparent or representational conception of language. I conclude by noting that the tension between a researcher emphasis on situated practice, and the participant tendency to wish to find generalities, can continue to be a productive field for research if carefully framed.