Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course

• Authors: Magdalena Trepczyńska
• Languages of publication: EN

Abstracts

EN

Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and suggests how the responses can be used constructively in writing pedagogy.

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

FR

Le numéro contient uniquement les résumés en anglais.

Keywords

EN

EAP, academic writing courses, academic literacy, MA level writing needs, student and teacher expectations

DE

FR

• Publisher: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
• Journal: Lublin Studies in Modern Languages and Literature
• Year: 2019
• Volume: 43
• Issue: 3

Dates

published

2019

online

2019-11-14

Contributors

author

Magdalena Trepczyńska

References

• Angélil-Carter, S. (2000). Stolen language. Plagiarism in writing? New York, NY: Longman. DOI: org/10.4324/9781315840185.
• Hadley, G. (2015). English for Academic Purposes in neoliberal universities: A critical grounded theory. London: Springer. DOI: org/10.1007/978-3-319-10449-2.
• Hyland, K. (2018). Sympathy for the devil? A defense of EAP. Language Teaching, 51(3), 383-399. DOI: org/10.1017/s0261444818000101.
• Ivanić, R. (1998). Writing and identity. The discoursal construction of identity in academic writing. Amsterdam: John Benjamins. DOI: org/10.1075/swll.5.
• Johanson, R. (2001). The self-reported perspectives regarding academic writing among Taiwanese Graduate Students Specializing in TEFL. Paper presented at Texas Foreign Language Education Conference, Austin, TX, March 23-24.
• Morton, J., Storch, N., & Thompson, C. (2015). What our students tell us: Perceptions of three multilingual students on their academic writing in first year, DOI: 10.1016/j.jslw.2015.06.007.
• Pomerantz, A., & Kearney, E. (2012). Beyond ‘write-talk-revise-(repeat)’: using narrative to understand one multilingual student’s interactions around writing. Journal of Second Language Writing, 21 (3), 221-238. DOI: 10.1016/j.jslw.2012.05.013.
• Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum. DOI: 10.4324/9781410600790.
• Sowden, C. (2003). Understanding academic competence in overseas students in the UK. ELT Journal, 57(4), 377-385. DOI: 10.1093/elt/57.4.377.
• Spack, R. (1988). Initiating ESL students into the academic discourse community: How far should we go? TESOL Quarterly, 22(1), 29-52. DOI: 10.2307/3587060.
• Swales, J. (1997). English as tyrannosaurus rex. World Englishes, 16(3), 373-382. DOI: 10.1111/1467-971x.00071.
• Tait, J. (1999). Multiple perspectives on academic writing needs. Paper presented at 33rd Annual TESOL Convention, NY, March 1999.
• Thompson, C. H. (2009). Plagiarism, intertextuality and emergent authorship in university students' academic writing. PORTAL, 6(1). DOI:10.5130/portal.v6i1.775.
• Wolsey, T. D. (2010). Complexity in student writing: The relationship between the task and vocabulary uptake. Literacy Research and Instruction, 49(2), 194-208. DOI: 10.1080/19388070902947360.
• Wolsey, T. D., Lapp, D., & Fisher, D. (2012). Students’ and teachers’ perceptions: An inquiry into academic writing. Journal of Adolescent & Adult Literacy, 55(8), 714-724. DOI: 10.1002/jaal.00086.
• Yeh, C.C. (2009). Student Perceptions of an EFL Undergraduate Research Writing Project. RELC Journal, 40, 314-332. DOI: 10.1177/0033688209343863.

Identifiers

DOI

10.17951/lsmll.2019.43.3.127-139