Genre, discourse and imagined communities: The learning gains of academic writing learners.
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Authors
Andrew, Martin B.
Romova, Zina
Romova, Zina
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Date
2012
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Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
writing
portfolio assessment
literacy practices
discourse community
imagined community.
portfolio assessment
literacy practices
discourse community
imagined community.
ANZSRC Field of Research Code (2020)
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.
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).
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