Teaching and learning academic writing: Narratives of future destinations.

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Authors
Andrew, Martin B.
Romova, Zina
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Date
2014
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
academic writing
portfolios
English as an additional language (EAL)
imagined communities
narratives
Citation
Andrew, M., and Romova, Z. (2014). Teaching and learning academic writing: Narratives of future destinations. The TESOLANZ Journal, 22, pp.43-55.
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,
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TESOL Association of Aotearoa New Zealand
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