Bibliography: leaves 89-95. / The study explores the usefulness of literacy narratives as a tool in academic writing for revealing the perceptions and values EAL students' place on their academic writing identities. The literacy narratives highlight the multiple identities that students bring with them to the act of writing and are shaped by the questions, Who am I? Where am I going? Where do I come from? These questions probe the writers' perceptions of past, present and future academic writer identities and shifts of identity over a period of time and differences between first and third year students. In my analytical approach, I recognise the fact that writing is a social act whereby we say something about ourselves, and use it actively to affirm those values, beliefs and practices which we want to sustain, and to resist those values, beliefs and practices which we do not value (Clark and Ivanic1997).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/7952 |
| Date | January 2002 |
| Creators | Wroots, Rachel Geraldine |
| Contributors | Thesen, Lucia |
| Publisher | University of Cape Town, Faculty of Humanities, School of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MEd |
| Format | application/pdf |
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