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Anatomy of Process-Based Writing Center Tutorials with NNES Writers: What Writers Take Away

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Název: Anatomy of Process-Based Writing Center Tutorials with NNES Writers: What Writers Take Away
Jazyk: English
Autoři: Vickers, Jason C.
Zdroj: ProQuest LLC. 2012Ph.D. Dissertation, State University of New York at Albany.
Dostupnost: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 323
Datum vydání: 2012
Druh dokumentu: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Process Approach (Writing), Writing (Composition), Laboratories, Tutorial Programs, English (Second Language), Case Studies, Undergraduate Students, Tutors, Interviews, Transcripts (Written Records), Student Attitudes, Teacher Attitudes
ISBN: 978-1-267-47780-4
Abstrakt: Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is writing centers, which Leki (2009) believes may be "ideal learning environments whose first or strongest language is not English" (p. 1). Writing centers in higher education contexts are places, usually operated by English departments, where students can go to receive assistance at all stages of writing their academic papers. Tutorials are typically collaborative in nature. Given the disparate cultural thought patterns influencing how Confucian heritage culture (CHC) NNES writers compose and limited research investigating how process-based tutorials assist this population in becoming "better writers." In light of this population's needs, this dissertation used a case-study design to explore what occurs in process-based tutorials between native English speaking tutors and CHC NNES undergraduate writers. With the following questions in mind: (1) What do NES tutor/NNES writer tutorials look like? (2) What are NNES writer perceptions of these writing tutorials? (3) What are NES tutor perceptions of these writing tutorials? The study was guided by the theoretical framework of social constructionism. It also drew upon social views of writing, Agar's institutional framework, and contrastive rhetoric. Data include transcripts of tutorials, tutor and writer interviews, and artifacts used during the tutorials. This data triangulation allowed me to extrapolate more detailed conclusions on what occurs in writing tutorials, how various discursive features reflect varying writer and tutor understanding, and, ultimately, what these CHC NNES writers take away from the tutorials. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2014
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Přístupové číslo: ED547773
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  Data: Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is writing centers, which Leki (2009) believes may be "ideal learning environments whose first or strongest language is not English" (p. 1). Writing centers in higher education contexts are places, usually operated by English departments, where students can go to receive assistance at all stages of writing their academic papers. Tutorials are typically collaborative in nature. Given the disparate cultural thought patterns influencing how Confucian heritage culture (CHC) NNES writers compose and limited research investigating how process-based tutorials assist this population in becoming "better writers." In light of this population's needs, this dissertation used a case-study design to explore what occurs in process-based tutorials between native English speaking tutors and CHC NNES undergraduate writers. With the following questions in mind: (1) What do NES tutor/NNES writer tutorials look like? (2) What are NNES writer perceptions of these writing tutorials? (3) What are NES tutor perceptions of these writing tutorials? The study was guided by the theoretical framework of social constructionism. It also drew upon social views of writing, Agar's institutional framework, and contrastive rhetoric. Data include transcripts of tutorials, tutor and writer interviews, and artifacts used during the tutorials. This data triangulation allowed me to extrapolate more detailed conclusions on what occurs in writing tutorials, how various discursive features reflect varying writer and tutor understanding, and, ultimately, what these CHC NNES writers take away from the tutorials. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – SubjectFull: Writing (Composition)
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