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    Genre, discourse and imagined communities: The learning gains of academic writing learners.

    Andrew, Martin B.; Romova, Zina

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    Date
    2012
    Citation:
    Andrew, M. B., and Romova, Z. (2012). Genre, discourse and imagined communities: The learning gains of academic writing learners. Journal of Academic Language and Learning. 6 (1) : A77-A88.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2272
    Abstract
    The purpose of this paper is to consider how first year, tertiary-level English as an Additional Language (EAL) academic writing programs for adult learners can use emerging understandings about the importance of discourse communities and imagined communities to guide and inform participation in an Academic Writing (AW) program. It asks what learning gains students have from an AW program using discourse-specific generic tasks to engage learners desiring a range of future destinations. More specifically, this paper considers links between academic genres and students’ desired, future imagined communities (Anderson 1983; Kanno & Norton 2003). It does this by incorporating the literacy practices characteristic of those communities into the drafting/redrafting process. The study maintains that a focussed genre approach can impact learners’ imaginings of themselves as members of future discourse communities through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew 2000; Hyland 2003, 2005).
    Keywords:
    writing, portfolio assessment, literacy practices, discourse community, imagined community.
    ANZSRC Field of Research:
    130313 Teacher Education and Professional Development of Educators
    Copyright Holder:
    Author
    Available Online at:
    http://journal.aall.org.au/index.php/jall/
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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