Thesis (M.A.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 76-81).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: Heather A. Graves (chair), Dana K. Harrington, Janice G. Neuleib. Includes bibliographical references (leaves 184-196) and abstract. Also available in print.

Thesis (D.A.)--Illinois State University, 1996. / Title from title page screen, viewed May 26, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Dana Harrington. Includes bibliographical references (leaves 206-218) and abstract. Also available in print.

Thesis (Ph.D. (Education)) - Rhodes University, 2007.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 30, 2007) Includes bibliographical references.

This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice

Recent social theories related to academic literacies suggest that academic writing is not a mere text production but also an identity performance; hence, the notion of ‘authorial identity’ which involves two dimensions: the identity as academic authors (personal dimension) and the identity in writing (textual dimension). This thesis presents a study into the development of authorial identity among senior academic scholars on the trajectory of professorship through interviews and textual analysis of their published papers sampled across their early and later career. Three full professors from a UK university participated in this study, which was conducted in three phases. In the first phase, the professor participants’ accounts of their personal dimension of authorial identity through interviews signal common themes regarding the influence of the recent academic climate on their personal experience of growth in relation to their endeavour to improve the quality of their academic scholarship. In the second phase, the metadiscourse-based textual analysis of their sampled academic papers indicates several features of their identity performance in writing over time, which form the basis for the professor participants’ reflection on their textual dimension of authorial identity in the third phase in order to explore how their papers are embedded in and related to the social contexts of academic publication, especially the peer review process and the research assessment framework. The research findings from this study not only shed light on the developmental pathway in academic writing from the same academic scholars over time but also provide an illuminating account of how they have developed themselves as well as their writing on the trajectory of professorship. Further, the findings from all three research phases are discussed together in relation to relevant social theories to offer a theoretical contribution to the research area of academic literacies, writing, identity and scholarship.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21846号 / 人博第875号 / 新制||人||210(附属図書館) / 2018||人博||875(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 中森 誉之, 教授 水野 眞理, 准教授 PETERSON Mark / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

For many years, linguists, ESL writing teachers, and especially students have puzzled over the phenomenon where non-native English writers' sentences are grammatically correct, but their paragraphs and complete essays often appear illogical to native English speaking readers. From the perspective of Kaplan's original contrastive rhetoric theory where American rhetoric is "linear," Korean L2 writers' apparently circular rhetoric causes problems. Even though Korean writers are trying to write paragraphs that are logical for native English readers, this illogical output results in Korean ESL students being perceived as poor writers. In order to discover more about the nature of the rhetorical problems Korean ESL writers face, this study reports on a close contrastive analysis of a corpus consisting of 25 Freshmen Korean ESL students' unedited, first draft essays and 25 Freshmen native-English speaking American Freshmen's unedited, first draft essays randomly collected from a series of 1st year writing classes at a U.S.-based university. The analysis focused on areas where the logical flow breaks down from a native English reader's perspective. The Topical Structure Analytical approach (TSA), developed by Lautamatti (1987), was used to analyze the data. Results show that both American and Korean Freshmen have difficulty controlling topical subjects and discourse topics in their writing. Instead, they often introduced irrelevant subtopics that did not advance overall topic development, making their writing difficult for general readers to follow. The key finding of the study shows that to overcome these rhetorical weaknesses, both Korean and American Freshmen need to be educated in academic writing regardless of their first language.

Magister Educationis - MEd / Writing is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature. In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).