東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Talking About Writing in China: How ...

Zhang, Jing.

Linked to FindBook

Google Book

Amazon

博客來

Talking About Writing in China: How Do Writing Centers Serve Chinese Students' Needs? = = 在中国"谈"写作：论写作中心对中国学生的帮助.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Talking About Writing in China: How Do Writing Centers Serve Chinese Students' Needs? =/
Reminder of title:	在中国"谈"写作：论写作中心对中国学生的帮助.
Author:	Zhang, Jing.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	285 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28413663
ISBN:	9798728234494

Talking About Writing in China: How Do Writing Centers Serve Chinese Students' Needs? = = 在中国"谈"写作：论写作中心对中国学生的帮助.
Zhang, Jing.

Talking About Writing in China: How Do Writing Centers Serve Chinese Students' Needs? =在中国"谈"写作：论写作中心对中国学生的帮助. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 285 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2021.

This item must not be sold to any third party vendors.

Writing centers, an established, U.S.-rooted writing pedagogy, have spread across the globe, serving various populations in different countries. With Chinese universities' exciting endeavors to implement writing centers in their local contexts, little is known as to whether and how the writing center approach serves Chinese EFL students' specific needs. As a core medium of instruction of writing centers, the conferencing method, i.e., talking about writing during one-on-one tutorials, calls for more systematic, empirical research both in general and in the context of China. As such, with a hybrid methodology that combines discourse analytic and ethnographic techniques (Thonus, 1999, 2002) and by collecting both quantitative and qualitative data through survey, audio-recording, and interview, this study investigated whether and how Chinese college students' needs for English writing support were addressed in tutorials through talk in a writing center at a Chinese university.My findings revealed that writing centers offered an effective learning environment to address Chinese student writers' unmet needs for English writing support in depth via tutor-writer talk. In the unique dialogic space, tutors employed various tutoring strategies to teach (instruction), to push thinking (cognitive scaffolding), to motivate (motivational scaffolding) and to control the pace and direction of the tutorial (conference management); on the other hand, student writers used a myriad of interactive strategies to respond to tutors' tutoring moves and to self-scaffold learning, negotiate control, and establish rapport. In addition, tutor-writer talk not only enabled tutors and student writers to delve into complex writing issues such as synthesis writing, but also created a conducive environment for translanguaging practices and facilitated the transfer of writing knowledge. Drawing on Mackiewicz and Thompson's (2015) coding scheme for tutoring strategies and based on my fine-grained analysis of both tutor and tutee talk, I propose a Tutor-Writer Talk (TWT) Model to depict how tutors and writers co-construct talk about writing by orchestrating an array of tutoring and interactive strategies to achieve desirable learning outcomes. Teaching, tutoring, and research implications are offered to benefit university administrators, writing center directors, tutors, English writing instructors, and writing center researchers in the Chinese and EFL contexts.

ISBN: 9798728234494Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

English writing

Talking About Writing in China: How Do Writing Centers Serve Chinese Students' Needs? = = 在中国"谈"写作：论写作中心对中国学生的帮助.
LDR:03770nmm a2200385 4500 001 2284291
005 20211115072426.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798728234494
035 $a (MiAaPQ)AAI28413663
035 $a AAI28413663
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zhang, Jing. $3 846303
245 1 0 $a Talking About Writing in China: How Do Writing Centers Serve Chinese Students' Needs? = $b 在中国"谈"写作：论写作中心对中国学生的帮助.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 285 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
500 $a Advisor: Driscoll, Dana Lynn.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Writing centers, an established, U.S.-rooted writing pedagogy, have spread across the globe, serving various populations in different countries. With Chinese universities' exciting endeavors to implement writing centers in their local contexts, little is known as to whether and how the writing center approach serves Chinese EFL students' specific needs. As a core medium of instruction of writing centers, the conferencing method, i.e., talking about writing during one-on-one tutorials, calls for more systematic, empirical research both in general and in the context of China. As such, with a hybrid methodology that combines discourse analytic and ethnographic techniques (Thonus, 1999, 2002) and by collecting both quantitative and qualitative data through survey, audio-recording, and interview, this study investigated whether and how Chinese college students' needs for English writing support were addressed in tutorials through talk in a writing center at a Chinese university.My findings revealed that writing centers offered an effective learning environment to address Chinese student writers' unmet needs for English writing support in depth via tutor-writer talk. In the unique dialogic space, tutors employed various tutoring strategies to teach (instruction), to push thinking (cognitive scaffolding), to motivate (motivational scaffolding) and to control the pace and direction of the tutorial (conference management); on the other hand, student writers used a myriad of interactive strategies to respond to tutors' tutoring moves and to self-scaffold learning, negotiate control, and establish rapport. In addition, tutor-writer talk not only enabled tutors and student writers to delve into complex writing issues such as synthesis writing, but also created a conducive environment for translanguaging practices and facilitated the transfer of writing knowledge. Drawing on Mackiewicz and Thompson's (2015) coding scheme for tutoring strategies and based on my fine-grained analysis of both tutor and tutee talk, I propose a Tutor-Writer Talk (TWT) Model to depict how tutors and writers co-construct talk about writing by orchestrating an array of tutoring and interactive strategies to achieve desirable learning outcomes. Teaching, tutoring, and research implications are offered to benefit university administrators, writing center directors, tutors, English writing instructors, and writing center researchers in the Chinese and EFL contexts.
590 $a School code: 0318.
650 4 $a Educational evaluation. $3 526425
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a COVID-19. $3 3554449
653 $a English writing
653 $a Interactive strategies
653 $a Talk about writing
653 $a Tutor-Writer Talk
653 $a Tutoring strategies
653 $a Writing center
653 $a COVID-19
690 $a 0443
690 $a 0441
710 2 $a Indiana University of Pennsylvania. $b English. $3 1026395
773 0 $t Dissertations Abstracts International $g 82-11A.
790 $a 0318
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28413663