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A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing
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| Zeitschriftentitel: | Language and Literacy |
|---|---|
| Personen und Körperschaften: | |
| In: | Language and Literacy, 13, 2011, 1, S. 39 |
| Format: | E-Article |
| Sprache: | Unbestimmt |
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University of Alberta Libraries
|
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Zhang, Zheng Zhang, Zheng |
|---|---|
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Zhang, Zheng |
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Zhang, Zheng Language and Literacy A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
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zhang, zheng |
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Zhang, Zheng 1496-0974 University of Alberta Libraries http://dx.doi.org/10.20360/g27g6r <jats:p>Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.</jats:p> A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing Language and Literacy |
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A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
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a nested model of academic writing approaches: chinese international graduate students’ views of english academic writing |
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<jats:p>Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.</jats:p> |
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| description | <jats:p>Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.</jats:p> |
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| spelling | Zhang, Zheng 1496-0974 University of Alberta Libraries http://dx.doi.org/10.20360/g27g6r <jats:p>Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.</jats:p> A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing Language and Literacy |
| spellingShingle | Zhang, Zheng, Language and Literacy, A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| title | A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| title_full | A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| title_fullStr | A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| title_full_unstemmed | A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| title_short | A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| title_sort | a nested model of academic writing approaches: chinese international graduate students’ views of english academic writing |
| title_unstemmed | A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing |
| url | http://dx.doi.org/10.20360/g27g6r |