An investigation of writing strategies three Chinese post-graduate students use while writing academic papers in English
Mu, Congjun (2006) An investigation of writing strategies three Chinese post-graduate students use while writing academic papers in English. In ALAA 2006 Language and Languages: Global and Local Tensions, July 5 - 8, University of Queensland, Brisbane. (Unpublished)
The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic context. Qualitative hermeneutic methods were employed to provide a richer description of writing strategies these student writers used for the deeper understanding of L2 writing process. Data were provided by three post-graduate student writers in Public Health who were observed for different tasks. Data collected from semi-structured interview, questionnaire, retrospective post-writing discussion and papers were categorised and analysed with methods of topic structural analysis and cohesion analysis. The findings indicate that writing in a second language is a complicated idiosyncratic developmental process. These proficient writers were found to utilise a broad range of writing strategies while writing academic papers in English. This study supported Silva’s finding (1993) that L2 writing process is strategically, rhetorically, linguistically different from first language writing process. Metacognitve, cognitive, communicative and social/affective strategies except rhetorical strategies (organisation of paragraphs) were found to transfer across languages positively. These student writers were noticed to have difficulties in acculturating into the target academic community with a background of reader-responsible culture.
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|Item Type:||Conference Paper|
|Additional Information:||For more information, please refer to the conference website (see link) or contact the author. Author contact details: firstname.lastname@example.org|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 (please consult author)|
|Deposited On:||19 Jul 2006 00:00|
|Last Modified:||15 Jan 2009 07:09|
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