Learning-To-Write and Writing-To-Learn in an Additional Language


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Strategies for the New Year

Christine Feak is the lead lecturer for graduate writing courses at the English Language Institute, University of Michigan. She is also co-editor of English for Specific Purposes.

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One widely-shared metaphor that describes for Ph. The metaphor suggests that research writers knowledge makers should envision themselves as individuals who are eager, but late, contributors to a disciplinary conversation in a room where the conversation has been taking place for some time.

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New participants listen and wait to contribute as they pick up the threads of the conversation. Having ascertained where the conversation has been and is going, they cautiously step in. This metaphor often resonates with Ph. As attractive as this metaphor is, however, students quickly realize that it merely highlights what to do, providing precious little in terms of how to actually enter into the conversation.

Critical questions remain. How well do I need to understand the participants and their contributions to the conversation in order to join in?

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How do I make a meaningful contribution to extend the conversation? How do I do position myself within the conversation? What language do I need?

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Should I argue, critique, or confirm? In short, what are the disciplinary rules, both explicit and implicit, to be followed? One would expect that such questions would be addressed in conversations with advisors and, perhaps, committee members.


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Yet, answers may be revealed by advisors only when norms have been violated or have been incompletely met. In some cases no answers are provided at all. Increasingly, research is highlighting the challenges many advisors face in scaffolding their Ph.


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  7. Lacking the means to offer explicit guidance on disciplinary writing, some advisors simply give up and tell their students to seek writing support elsewhere. What about a Ph. At what point in a Ph. How can this impasse be addressed? To address these questions, my talk will focus on three case studies of Ph.

    I have two goals in mind. The second is to suggest the ways that EAP writing instruction can play a role in mitigating the writing mentoring challenges of advisors and Ph. Brown, J. Situated cognition and the culture of learning. Speaking of writing: Supervisory feedback and the dissertation.

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    Springer, Dordrecht. Knowledge and identity work in the supervision of doctoral student writing: Shaping rhetorical subjects. Writing in knowledge societies , His research interests in second language writing and biliteracy development in professional and postsecondary settings originated from his academic literacy experiences in France, the USA, and Canada.

    As a technology for inscribing meaning on a surface, writing keeps evolving with the tools that mediate it. While the evolution from wood styli and clay tablets to pen and paper was slow, it has become harder for writers to keep up with fast-paced technological changes in devices and applications. Technological advances not only transform writing and language practices, but also present new affordances and challenges for researchers and teachers of writing.

    National Council of Teachers of English: Professional Knowledge for the Teaching of Writing

    Drawing on my own research on academic biliteracy and experience as a biliterate scholar, I consider ways in which technological developments have changed how I have investigated and written about multilingual and crosslingual writing development in academic contexts over the last 20 years. Her teaching at the Open University is at undergraduate, masters and doctoral levels and draws on the fields of applied linguistics, sociolinguistics, New Literacy Studies, linguistic ethnography and language and globalization.

    She has taught English as a second language at primary, secondary, adult and higher education levels as well as courses in academic writing and writing for publication. Her research interest in writing across a range of academic, professional and everyday domains of practice centres on the politics of production and participation. Please try again.

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    Brand new: lowest price The lowest-priced brand-new, unused, unopened, undamaged item in its original packaging where packaging is applicable. See details. Buy It Now. Add to cart. Be the first to write a review About this product. About this product Product Information This book is a pioneer attempt to bridge the gap between the fields of second language acquisition SLA and second and foreign language L2 writing.

    Its ultimate aim is to advance our understanding of written language learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing the learning-to-write dimension , and, second, the manner in which the engagement in written output practice can contribute to developing competences in an L2 the writing-to-learn dimension.

    These two areas of disciplinary inquiry have up until now developed separately: the learning-to-write dimension has been the cornerstone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.

    Learning-To-Write and Writing-To-Learn in an Additional Language Learning-To-Write and Writing-To-Learn in an Additional Language
    Learning-To-Write and Writing-To-Learn in an Additional Language Learning-To-Write and Writing-To-Learn in an Additional Language
    Learning-To-Write and Writing-To-Learn in an Additional Language Learning-To-Write and Writing-To-Learn in an Additional Language
    Learning-To-Write and Writing-To-Learn in an Additional Language Learning-To-Write and Writing-To-Learn in an Additional Language
    Learning-To-Write and Writing-To-Learn in an Additional Language Learning-To-Write and Writing-To-Learn in an Additional Language
    Learning-To-Write and Writing-To-Learn in an Additional Language Learning-To-Write and Writing-To-Learn in an Additional Language

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