NEGOTIATING INTO ACADEMIC DISCOURSES: TAIWANESE AND U.S. COLLEGE STUDENTS IN RESEARCH WRITING

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ID: 70825
2008
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Abstract
Cross-national, or cross-cultural, studies of academic writing have moved beyond contrastive rhetoric’s textual focus to broad concerns of students’ first-and second-language literacy development. However, we remain in the dark as to how, in a micro view, students initiate into academic discourses in cross-national contexts. Situating our study in first-year writing courses in a Taiwanese and a U.S. university, we examined students’ negotiation acts when they struggled to enter into social science discourses. Our study reveals that students in both institutions negotiated with academic writing at metacognitive, textual, and contextual levels. They brought rhetorical values, such as writing as a display of knowledge or writing grounded in evidential research, into their writing that they acquired in high school. Further, teachers’ expectations, their new perceptions of research and writing, and their dreams and experiences all came into play in their writing.
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liu2008negotiatinginternational Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Liu, Yichun;You, Xiaoye;
Journal international journal of english studies (ijes)
Year 2008
DOI
DOI not found
URL
http://revistas.um.es/ijes/article/view/49211
Keywords
Education Medicine (General) special aspects of education mathematics english literature english language

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