Cheung Wai-jee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 152-159). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.ix / LIST OF FIGUERS --- p.x / Chapter CHAPTER 1 - --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Background of process writing and pedagogical approaches to writing in Hong Kong --- p.1 / Chapter 1.3 --- A deficit? --- p.4 / Chapter 1.4 --- Rationale and significance of the study --- p.4 / Chapter 1.5 --- Overall objective of the study and research questions --- p.5 / Chapter 1.6 --- Organisation of the thesis --- p.6 / Chapter CHAPTER 2 - --- LITERATURE REVIEW --- p.9 / Chapter 2.1 --- Overview --- p.9 / Chapter 2.2 --- Review of ESL/EFL writing research --- p.9 / Chapter 2.2.1 --- Early ESL/ EFL writing research in NES context --- p.9 / Chapter 2.2.1.1 --- Audio-lingual method --- p.10 / Chapter 2.2.1.2 --- Controlled writing --- p.11 / Chapter 2.2.1.3 --- Guided writing --- p.11 / Chapter 2.2.1.4 --- Product-based approach --- p.12 / Chapter 2.2.2 --- A paradigm shift? --- p.13 / Chapter 2.2.3 --- The process writing movement and its implementation in ESL/EFL writing classrooms --- p.15 / Chapter 2.2.3.1 --- The process writing movement --- p.15 / Chapter 2.2.3.2 --- Process writing in ESL/EFL writing classrooms --- p.16 / Chapter 2.3 --- Current research trends in ESL/EFL writing research field --- p.18 / Chapter 2.3.1 --- The case-study research approach --- p.18 / Chapter 2.3.2 --- The social nature of writing --- p.20 / Chapter 2.3.3 --- Ethnographic research and composing processes --- p.20 / Chapter 2.4 --- How the development of ESL/EFL writing research influences the present study --- p.22 / Chapter 2.4.1 --- The social-interactive nature of writing --- p.22 / Chapter 2.4.2 --- A false dichotomy between product-and process-oriented research --- p.23 / Chapter 2.4.2.1 --- Continuous recursiveness of process toward a content- oriented perspective --- p.25 / Chapter 2.4.2.2 --- Learner-centered writing pedagogy --- p.26 / Chapter 2.5 --- Review of writing pedagogies in Hong Kong secondary school context --- p.27 / Chapter 2.5.1 --- Teaching writing in typical Hong Kong classrooms --- p.27 / Chapter 2.5.2 --- Implementation of process writing in Hong Kong context --- p.29 / Chapter 2.6 --- Research gaps --- p.31 / Chapter 2.6.1 --- The influence of students' self-perceptions of language proficiency on their writing abilities --- p.31 / Chapter 2.6.2 --- The influences of different writing contexts on students' composing processes --- p.33 / Chapter 2.7 --- Chapter summary --- p.35 / Chapter CHAPTER 3 - --- METHODOLOGY --- p.37 / Chapter 3.1 --- Overview --- p.37 / Chapter 3.1.1 --- Orientation --- p.37 / Chapter 3.1.2 --- Caveat --- p.37 / Chapter 3 2 --- Review of ethnographic research approach --- p.38 / Chapter 3.2.1 --- Defining It as a descriptive research approach --- p.38 / Chapter 3.2.2 --- Origins of ethnography in anthropology --- p.40 / Chapter 3.2.3 --- Evolution of educational ethnographic research --- p.41 / Chapter 3.2.4 --- The move to ethnographic approach in writing research --- p.43 / Chapter 3.2.5 --- Summary --- p.45 / Chapter 3.3 --- Overall research design of the study and research questions --- p.45 / Chapter 3.3.1 --- Research design of the present study --- p.45 / Chapter 3.3.2 --- Research questions --- p.46 / Chapter 3.4 --- Some design considerations of interpretive way of inquiry --- p.47 / Chapter 3.4.1 --- Cultural elements --- p.47 / Chapter 3.4.2 --- Naturalistic setting --- p.48 / Chapter 3.4.3 --- Role of the researcher --- p.49 / Chapter 3.4.4 --- Subjectivity versus objectivity --- p.50 / Chapter 3.5 --- Selection of subjects for the study --- p.51 / Chapter 3.5.1 --- Description of subjects --- p.51 / Chapter 3.5.2 --- Why these two student writers? --- p.53 / Chapter 3.6 --- Procedures of the study and data collection --- p.53 / Chapter 3.6.1 --- Procedures of the study --- p.53 / Chapter 3.6.2 --- Data collection --- p.55 / Chapter 3.6.3 --- Justifications of research instruments used in the study --- p.59 / Chapter 3.6.3.1 --- Questionnaire --- p.59 / Chapter 3.6.3.2 --- Semi-structured interviewing --- p.59 / Chapter 3.6.3.3 --- Journal keeping --- p.60 / Chapter 3.7 --- Data Analysis --- p.61 / Chapter CHAPTER 4 - --- DESCRIPTION OF THE STUDENT WRITERS: PERCEPTIONS AND ATTITUDES --- p.62 / Chapter 4.1 --- Overview --- p.62 / Chapter 4.2 --- Agnes: Description of a high-investment student writer --- p.63 / Chapter 4.2.1 --- Agnes's writing experience in her school --- p.63 / Chapter 4.2.2 --- Agnes's perception regarding writing experience in school --- p.67 / Chapter 4.2.3 --- Agnes's perception regarding her writing ability --- p.68 / Chapter 4.2.4 --- Agnes's expectation regarding English writing --- p.73 / Chapter 4.3 --- Starberry: Description of a low-investment student writer --- p.75 / Chapter 4.3.1 --- Starberry's writing experience in her school --- p.75 / Chapter 4.3.2 --- Starberry's perception regarding writing experience in school --- p.82 / Chapter 4.3.3 --- Starberry's perception regarding her writing ability --- p.84 / Chapter 4.3.4 --- Starberry's expectation regarding English writing --- p.87 / Chapter 4.4 --- Chapter summary --- p.89 / Chapter CHAPTER 5- --- ANALYSIS OF THE STUDENT WRITERS' COMPOSING PROCESSES: THE STUDENTS' WRITTEN TEXTS --- p.90 / Chapter 5.1 --- Overview --- p.90 / Chapter 5.2 --- Description of the composing processes of Agnes --- p.91 / Chapter 5.2.1 --- Choosing the writing topic --- p.92 / Chapter 5.2.2 --- Searching for relevant materials and getting started to write --- p.95 / Chapter 5.2.3 --- Composing the essay --- p.98 / Chapter 5.2.4 --- Revising and evaluating the task --- p.101 / Chapter 5.3 --- Description of the composing processes of Starberry --- p.104 / Chapter 5.3.1 --- Choosing the writing topic --- p.106 / Chapter 5.3.2 --- Searching for relevant materials and getting started to write --- p.107 / Chapter 5.3.3 --- Composing the essay --- p.109 / Chapter 5.3.4 --- Revising and evaluating the task --- p.110 / Chapter 5.4 --- Chapter summary --- p.112 / Chapter CHAPTER 6 - --- ANALYSIS OF THE WRITING CONTEXTS AND THEIR INFLUENCES ON THE COMPOSING PROCESSES --- p.114 / Chapter 6.1 --- Overview --- p.114 / Chapter 6.2 --- Orientation of writing context and its relationship with composing processes --- p.115 / Chapter 6.3 --- A general description of the school writing context and its influences on students' composing processes --- p.116 / Chapter 6.3.1 --- Overview --- p.116 / Chapter 6.3.2 --- Institutional variables and concerns of teacher and student in a typical Hong Kong secondary writing classroom --- p.117 / Chapter 6.3.3 --- Individual perceptions of classroom environment on the composing processes --- p.120 / Chapter 6.3.4 --- A rush hour: Influence of time limit on the composing processes --- p.122 / Chapter 6.3.5 --- Approaches for writing in school --- p.124 / Chapter 6.3.6 --- Teacher intervention as a part of the writing environment --- p.125 / Chapter 6.4 --- A general description of the home writing context and its influences on students' composing processes --- p.129 / Chapter 6.4.1 --- Overview --- p.129 / Chapter 6.4.2 --- Individual perceptions of home environment on the composing processes --- p.130 / Chapter 6.4.3 --- A relaxing moment: Influence of time autonomy on the composing processes --- p.132 / Chapter 6.4.4 --- Approaches for writing at home --- p.134 / Chapter 6.4.5 --- Teacher-as-collaborator in the writing environment --- p.135 / Chapter 6.5 --- Students' interpretations of an ideal writing context --- p.137 / Chapter 6.6 --- Chapter summary --- p.138 / Chapter CHAPTER 7- --- CONCLUSION AND RECOMMENDATIONS --- p.139 / Chapter 7.1 --- Summary of findings --- p.139 / Chapter 7.1.1 --- Product writing dominates the school writing context --- p.141 / Chapter 7.1.2 --- Teacher intervention in the composing processes --- p.143 / Chapter 7.1.3 --- Lack of process writing elements introduced --- p.146 / Chapter 7.2 --- Pedagogical implications --- p.147 / Chapter 7.2.1 --- Implications for student writers --- p.148 / Chapter 7.2.2 --- Implications for writing teachers --- p.148 / Chapter 7.3 --- Recommendations for further research --- p.150 / REFERENCES --- p.152 / APPENDICES --- p.160 / Appendix A. Overview of Native English Speaker (NES) Writing Research --- p.160 / Appendix B. Parental Informed Consent Letter --- p.171 / Appendix C. Teacher Consent Letter --- p.172 / "Appendix D. Communication Triangle: A Dynamic Relationship among Writer, Reader and Subject" --- p.173 / Appendix E. Aims and Purposes of Writing --- p.174 / Appendix F. Expressive Aim Writing: An Overview --- p.176 / Appendix G. Home Writing Task 1: Personal Experience --- p.186 / Appendix H. Home Writing Task 2: People --- p.188 / Appendix I. Review Sheets --- p.189 / Appendix J. Background Questionnaire --- p.193 / Appendix K. Pre-study Interview --- p.199 / Appendix L. Teacher Interview --- p.200 / Appendix M. Teacher Interview Questions --- p.201 / Appendix N. Academic-history Interview --- p.202 / Appendix O. Keeping a Writing Journal --- p.203 / Appendix P. Student Writing Portfolio (Content Sample) --- p.207 / Appendix Q. Two Students' Written Texts and Notes --- p.208 / Appendix R. Two Students' Journal Entries --- p.274 / Appendix S. Two Students' Retrospective Reports --- p.314 / Appendix T. Transcripts of Interviews --- p.320
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_324107 |
| Date | January 2002 |
| Contributors | Cheung, Wai-jee., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, x, 385 leaves : ill. ; 30 cm. |
| Coverage | China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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