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    Teaching and learning academic writing: Narratives of future destinations.

    Andrew, Martin B.; Romova, Zina

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    TESOLANZ 2014 ANDREWROMOVA2014.pdf (2.913Mb)
    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
    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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