東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Responding to genre-based writing in...

Lee, Hyunju.

Linked to FindBook

Google Book

Amazon

博客來

Responding to genre-based writing instruction: An interpretive study of L2 writers' experiences in two graduate level ESP/EAP writing courses .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Responding to genre-based writing instruction: An interpretive study of L2 writers' experiences in two graduate level ESP/EAP writing courses ./
Author:	Lee, Hyunju.
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3907.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424592
ISBN:	9781124254807

Responding to genre-based writing instruction: An interpretive study of L2 writers' experiences in two graduate level ESP/EAP writing courses .
Lee, Hyunju.

Responding to genre-based writing instruction: An interpretive study of L2 writers' experiences in two graduate level ESP/EAP writing courses . - 192 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3907.

Thesis (Ph.D.)--The Ohio State University, 2010.

Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing classrooms. This study investigated the learning of four first year international students enrolled in a two-course sequence of ESP/EAP writing to see how learners respond to genre-based writing instruction. The participants were selected according to their level of study (M.A., PhD) and their disciplines (Science, Education). I was the teacher of both courses. In the classroom, the students were first introduced to a typical version of a genre that was introduced in the textbook; then, in groups, they analyzed how this genre was realized in their own disciplines. The students were then required to write three drafts of this genre individually, using contents from their own disciplines. They met with me for a one-on-one tutorial after submitting the first draft and received a letter grade for the third draft. Written feedback was given for all three drafts. Observation notes from the classroom, audio-recordings of the tutorials, and drafts of the students were analyzed using the interpretive participant observational framework proposed by Erickson (1986). The findings demonstrate that each student needed to travel what I call the interpretive distance, the distance between the model version of the genre to the actual application of it into their own disciplines. By completing each assignment and traveling the interpretive distance repeatedly during the two quarters, each student was able to identify specific roadblocks that inhibited themselves from navigating the interpretive journey independently. These roadblocks were different combinations of (1) an understanding of genre, (2) language proficiency, and (3) knowledge of their disciplinary field. The four cases are illustrative of the interpretive distance because for each participant, one aspect of genre writing was invisible to them, and their drafts vividly reflected this. The three possible roadblocks in traveling the interpretive distance that I identify in this study are all aspects of genre that require an unspecified amount of time to master. Thus, it is unrealistic for genre-based writing instruction to promise that the student will master how to write a specific academic genre by the end of the course, or in this case, sequence of courses. Rather, the most important role of genre based instruction is to equip the student with an awareness of what to look out for when traveling the interpretive journey. This study contributes to the existing discussion of how ESP/EAP can address the specific needs of the learners by providing a description of what it looks like to teach "specifically," and, at the same time, equip the students with academic literacy (of which genre knowledge is a big part).

ISBN: 9781124254807Subjects--Topical Terms:

1018115
Education, Language and Literature.

Responding to genre-based writing instruction: An interpretive study of L2 writers' experiences in two graduate level ESP/EAP writing courses .
LDR:03865nam 2200289 4500 001 1399723
005 20110926095508.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124254807
035 $a (UMI)AAI3424592
035 $a AAI3424592
040 $a UMI $c UMI
100 1 $a Lee, Hyunju. $3 1678726
245 1 0 $a Responding to genre-based writing instruction: An interpretive study of L2 writers' experiences in two graduate level ESP/EAP writing courses .
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3907.
500 $a Adviser: Alan Hirvela.
502 $a Thesis (Ph.D.)--The Ohio State University, 2010.
520 $a Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing classrooms. This study investigated the learning of four first year international students enrolled in a two-course sequence of ESP/EAP writing to see how learners respond to genre-based writing instruction. The participants were selected according to their level of study (M.A., PhD) and their disciplines (Science, Education). I was the teacher of both courses. In the classroom, the students were first introduced to a typical version of a genre that was introduced in the textbook; then, in groups, they analyzed how this genre was realized in their own disciplines. The students were then required to write three drafts of this genre individually, using contents from their own disciplines. They met with me for a one-on-one tutorial after submitting the first draft and received a letter grade for the third draft. Written feedback was given for all three drafts. Observation notes from the classroom, audio-recordings of the tutorials, and drafts of the students were analyzed using the interpretive participant observational framework proposed by Erickson (1986). The findings demonstrate that each student needed to travel what I call the interpretive distance, the distance between the model version of the genre to the actual application of it into their own disciplines. By completing each assignment and traveling the interpretive distance repeatedly during the two quarters, each student was able to identify specific roadblocks that inhibited themselves from navigating the interpretive journey independently. These roadblocks were different combinations of (1) an understanding of genre, (2) language proficiency, and (3) knowledge of their disciplinary field. The four cases are illustrative of the interpretive distance because for each participant, one aspect of genre writing was invisible to them, and their drafts vividly reflected this. The three possible roadblocks in traveling the interpretive distance that I identify in this study are all aspects of genre that require an unspecified amount of time to master. Thus, it is unrealistic for genre-based writing instruction to promise that the student will master how to write a specific academic genre by the end of the course, or in this case, sequence of courses. Rather, the most important role of genre based instruction is to equip the student with an awareness of what to look out for when traveling the interpretive journey. This study contributes to the existing discussion of how ESP/EAP can address the specific needs of the learners by providing a description of what it looks like to teach "specifically," and, at the same time, equip the students with academic literacy (of which genre knowledge is a big part).
590 $a School code: 0168.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0279
690 $a 0441
710 2 $a The Ohio State University. $b Teaching and Learning. $3 1678727
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Hirvela, Alan, $e advisor
790 1 0 $a Hirvela, Alan $e committee member
790 $a 0168
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424592