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題名 Negotiating into Academic Discourses: Taiwanese and U.S. College Students in Research Writing 作者 Liu, Yichun;You, Xiaoye
劉怡君貢獻者 外文中心 日期 2008 上傳時間 9-Apr-2015 11:53:44 (UTC+8) 摘要 Cross-national, or cross-cultural, studies of academic writing have moved beyond contrastive rhetoric`s textual focus to broad concerns of students` first- and second-language literacy development. However, we remain in the dark as to how, in a micro view, students initiate into academic discourses in cross-national contexts. Situating our study in first-year writing courses in a Taiwanese and a U.S. university, we examined students` negotiation acts when they struggled to enter into social science discourses. Our study reveals that students in both institutions negotiated with academic writing at metacognitive, textual, and contextual levels. They brought rhetorical values, such as writing as a display of knowledge or writing grounded in evidential research, into their writing that they acquired in high school. Further, teachers` expectations, their new perceptions of research and writing, and their dreams and experiences all came into play in their writing. [PUBLICATION ABSTRACT] 關聯 International Journal of English Studies,8(2),152,154-172 資料類型 article dc.contributor 外文中心 dc.creator (作者) Liu, Yichun;You, Xiaoye dc.creator (作者) 劉怡君 zh_TW dc.date (日期) 2008 dc.date.accessioned 9-Apr-2015 11:53:44 (UTC+8) - dc.date.available 9-Apr-2015 11:53:44 (UTC+8) - dc.date.issued (上傳時間) 9-Apr-2015 11:53:44 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/74420 - dc.description.abstract (摘要) Cross-national, or cross-cultural, studies of academic writing have moved beyond contrastive rhetoric`s textual focus to broad concerns of students` first- and second-language literacy development. However, we remain in the dark as to how, in a micro view, students initiate into academic discourses in cross-national contexts. Situating our study in first-year writing courses in a Taiwanese and a U.S. university, we examined students` negotiation acts when they struggled to enter into social science discourses. Our study reveals that students in both institutions negotiated with academic writing at metacognitive, textual, and contextual levels. They brought rhetorical values, such as writing as a display of knowledge or writing grounded in evidential research, into their writing that they acquired in high school. Further, teachers` expectations, their new perceptions of research and writing, and their dreams and experiences all came into play in their writing. [PUBLICATION ABSTRACT] dc.format.extent 225048 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) International Journal of English Studies,8(2),152,154-172 dc.title (題名) Negotiating into Academic Discourses: Taiwanese and U.S. College Students in Research Writing dc.type (資料類型) article en
