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dc.contributor.authorAndrew, Martin B.
dc.contributor.authorRomova, Zina
dc.date.accessioned2013-07-31T03:44:54Z
dc.date.available2013-07-31T03:44:54Z
dc.date.issued2012
dc.identifier.urihttps://hdl.handle.net/10652/2272
dc.description.abstractThe 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).en_NZ
dc.language.isoenen_NZ
dc.relation.urihttp://journal.aall.org.au/index.php/jall/en_NZ
dc.subjectwritingen_NZ
dc.subjectportfolio assessmenten_NZ
dc.subjectliteracy practicesen_NZ
dc.subjectdiscourse communityen_NZ
dc.subjectimagined community.en_NZ
dc.titleGenre, discourse and imagined communities: The learning gains of academic writing learners.en_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderAuthoren_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationAndrew, 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.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleJournal of Academic Language and Learningen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms53766


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