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Titolo:
Teaching writing to ESL graduate students: A model and an illustration
Autore:
Biggs, J; Lai, P; Tang, C; Lavelle, E;
Indirizzi:
Hong Kong Polytech Univ, Educ Dev Unit, Hong Kong, Peoples R China Hong Kong Polytech Univ Hong Kong Peoples R China Kong, Peoples R China Univ New S Wales, Kensington, NSW 2033, Australia Univ New S Wales Kensington NSW Australia 2033 ngton, NSW 2033, Australia Hong Kong Inst Educ, Hong Kong, Peoples R China Hong Kong Inst Educ Hong Kong Peoples R China ong Kong, Peoples R China Univ S Dakota, Vermillion, SD 57069 USA Univ S Dakota Vermillion SD USA 57069 S Dakota, Vermillion, SD 57069 USA
Titolo Testata:
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
, volume: 69, anno: 1999,
parte:, 3
pagine: 293 - 306
SICI:
0007-0998(199909)69:<293:TWTEGS>2.0.ZU;2-O
Fonte:
ISI
Lingua:
ENG
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
22
Recensione:
Indirizzi per estratti:
Indirizzo: Lai, P Hong Kong Polytech Univ, Educ Dev Unit, Hong Kong, Peoples R China Hong Kong Polytech Univ Hong Kong Peoples R China eoples R China
Citazione:
J. Biggs et al., "Teaching writing to ESL graduate students: A model and an illustration", BR J ED PSY, 69, 1999, pp. 293-306

Abstract

Background. Graduate students, especially those writing in a second language, have specific writing needs. Previous research suggests that intervention might be more didactic than writing instruction frequently is. Aims. 1. To adapt a knowledge x levels x process model of writing (Biggs &Moore, 1993) to conceptualise the writing needs of graduate students. Students need to know certain rhetorical knowledge, and to apply cognitive space-saving strategies at the appropriate place and level of ideation during writing. The model integrates the didactic and eclectic elements of Torrance, Thomas & Robinson's (1993) interventions with graduate students' writing.2. To develop and trial a workshop based on the model, addressing the writing needs of graduate students to whom English is a second language. Samples. Eighteen students from science-related disciplines, and 16 from nonscience, participated in the workshop. All were enrolled in research higher degrees in a Hong Kong university where English is the required medium for the dissertation. Method. The workshops ran for 2 1/2 days each, focusing on dissertation writing, and writing for an academic journal. Before/after measures were taken on the Inventory of Processes in College Composition (IPIC) (Lavelle, 1993), and students completed an open-ended questionnaire at the end of the workshop. Results. Three IPIC scales showed significant pre-/post-change: lower procedural and spontaneous/impulsive scores (surface-related), higher elaborationist (deep-related). Open-ended feedback supported the view that positive change had occurred. Students particularly appreciated didactic instructionwithin the context of formal requirements of academic writing.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 06/04/20 alle ore 02:05:56