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"It's All Part of an Education": Case Studies of Writing Knowledge Transfer Across Academic and Social Media Domains Among Four Feminist College Students
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Strengthening move analysis methodology towards bridging the function-form gap
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Developing Metacognitive Awareness of Voice in Academic Writing in English: A Case Study of Second Language Writers
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Abstract:
English for Academic Purposes (EAP) writing research (e.g., Tardy, 2009) has established the importance of building genre knowledge. This study focused on the genre of article review, in which a writer summarizes and evaluates the essential views in an article. As a simple genre that does not involve a full literature review, it is often seen as a preparatory genre that instructors use as a stepping-stone to develop other important genres, such as term papers and research articles. To write this genre, students need to move from a relatively single-voice, uncontested summary to a multi-voiced evaluation. However, the issue of how to manage evaluation in constructing multi-voiced academic texts represents a major challenge to novice writers of English as a second language (L2). This study translates the SFL Engagement framework (Martin & White, 2005) into a pedagogical scheme, exploring how the framework can serve as a heuristic to scaffold L2 writers’ knowledge of voice and how such enhanced awareness may encourage them to experiment with a wider range of repertoires in writing article reviews. This study was located within a writing course in an EAP intensive program. Nine participants came from different linguistic, cultural, and disciplinary backgrounds. Multiple data sources (semi-structured interviews, audio-taped student interactions as they engaged in text analysis tasks, students’ oral and written reflections, and student writing) were examined to contribute to a greater understanding of the case and to enhance the validity of case study research (Yin, 2014). The findings show that the Engagement constructs focused students’ attention on key voice resources and the rhetorical goals they enabled, providing a heuristic that students could use in their writing. Their varied uptake of Engagement metalanguage and the differential repertoires displayed in their writing reflected different metacognitive developments. Although the Engagement pedagogical scheme served as a major focus in the course under study, it can also support L2 writing instructors in more general ways. The Engagement scheme can be added to instructors’ feedback repertoires as they comment on student writing and offer specific suggestions. This study has the potential to make a substantive contribution to L2 writing pedagogy.
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Keyword:
Engagement framework; English for academic purposes; Evaluative voice; Metacognitive awareness
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URL: http://hdl.handle.net/2027.42/135902
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Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom.
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Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics.
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| 11 |
A text and its commentaries: Toward a reception history of "Genre in three traditions" (Hyon, 1996)
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 24, 2012, pags. 103-115 (2012)
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Arabic and English abstracts in bilingual science journals: Same or different?
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Tracing convergence and divergence in pairs of Spanish and English research article abstracts: The case of IbŽrica
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Forgotten Genres: The Editorial Apparatus of American Anthologies and Composition Textbooks.
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| 18 |
Tracing convergence and divergence in pairs of Spanish and English research article abstracts: The case of Ibérica
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 21, 2011, pags. 49-70 (2011)
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