Teaching and learning academic writing: Narratives of future destinations.

Andrew, Martin B.; Romova, Zina

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Date
2014
Citation:
Andrew, M., and Romova, Z. (2014). Teaching and learning academic writing: Narratives of future destinations. The TESOLANZ Journal, 22, pp.43-55.
Permanent link to Research Bank record:
https://hdl.handle.net/10652/3060
Abstract
Focus: Qualitative project relating content and form of AW portfolios to: Student ‘destinations’, ‘disciplinary communities’ and ‘imagined communities’ The need of more specificity in creating ‘disciplinary identities’ (Coffin, 2013) for ‘professional membership’ (Gunawardena & Wilson, 2012) The role of the ‘portfolio approach’ in engaging students with discourses needed for future destinations Target communities: SS develop abilities to write discourses aligned with present & future majors: Nursing, Business Studies, ECE, Computer Science, Communication, Medicine, Statistics, Social Practice 41 participants over 2 semesters, in 2 cohorts each semester: 18-39; 14M-27F; China, HK, Korea, Japan, Russia, Vietnam, Somalia, Ethiopia, Israel, Tonga, Nepal, Malaysia,
Keywords:
academic writing, portfolios, English as an additional language (EAL), imagined communities, narratives
ANZSRC Field of Research:
130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori), 130313 Teacher Education and Professional Development of Educators
Copyright Holder:
TESOL Association of Aotearoa New Zealand
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