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Learning and assessing for future imagined communities: Academic writing texts within portfolios

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dc.contributor.author Romova, Zina
dc.contributor.author Andrew, Martin
dc.date.accessioned 2011-10-31T23:37:22Z
dc.date.available 2011-10-31T23:37:22Z
dc.date.issued 2010-12
dc.identifier.uri http://hdl.handle.net/10652/1709
dc.description.abstract How can first year, tertiary-level EAL academic writing programmes for adult learners use both portfolio assessment and emerging understandings about the importance of discourse community and imagined communities to target participant needs? This paper considers the value of portfolios as sites for practising membership of future imagined communities (Anderson, 1983; Kanno & Norton, 2003). Portfolios can achieve this through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2005). Teaching and learning via portfolio involves multi-drafting, where learners reflect on the learning of a text type characteristic of students’ future imagined communities. We begin with Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15) and outline a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. This approach is compatible with established research into the value of genre as a way of socialising learners to future discourse communities. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing (AW) at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). One of the key benefits identified was that the chance to produce and reproduce texts perceived as useful to the students’ immediate futures was reflected in the overall value of the portfolio-focussed academic writing programme. en_NZ
dc.language.iso en en_NZ
dc.publisher Tertiary Writing Network en_NZ
dc.relation.uri http://twn-nz.ning.com/forum/attachment/download?id=6347022%3AUploadedFile%3A290 en_NZ
dc.subject Academic writing en_NZ
dc.subject Adult learners en_NZ
dc.subject Portfolios en_NZ
dc.subject Qualitative research en_NZ
dc.title Learning and assessing for future imagined communities: Academic writing texts within portfolios en_NZ
dc.type Conference Contribution - Paper in Published Proceedings en_NZ
dc.rights.holder Zina Romova and Martin Andrew en_NZ
dc.subject.marsden 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori) en_NZ
dc.identifier.bibliographicCitation Romova, Z., & Andrew, M. (2010). Learning and assessing for future imagined communities: Academic writing texts within portfolios. In Proceedings of the 2010 Tertiary Writing Network Colloquium. Available from http://twn-nz.ning.com/forum/topics/twn-colloquium-2010 en_NZ
unitec.institution Unitec Institute of Technology en_NZ
unitec.institution Swinburne University of Technology en_NZ
unitec.publication.title Proceedings of the 2010 Tertiary Writing Network Colloquium en_NZ
unitec.conference.title 2010 Tertiary Writing Network Colloquium en_NZ
unitec.conference.org Tertiary Writing Network en_NZ
unitec.conference.location Wellington en_NZ
unitec.conference.sdate 2010-12-02
unitec.conference.edate 2010-12-03
unitec.peerreviewed yes en_NZ
unitec.identifier.roms 51515


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