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Great Expectations: A Qualitative St...

Shang-Butler, Hairong.

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Great Expectations: A Qualitative Study of How Chinese Graduate Students Navigate Academic Writing Expectations in U.S. Higher Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Great Expectations: A Qualitative Study of How Chinese Graduate Students Navigate Academic Writing Expectations in U.S. Higher Education./
Author:	Shang-Butler, Hairong.
Description:	220 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703282
ISBN:	9781321750218

Great Expectations: A Qualitative Study of How Chinese Graduate Students Navigate Academic Writing Expectations in U.S. Higher Education.
Shang-Butler, Hairong.

Great Expectations: A Qualitative Study of How Chinese Graduate Students Navigate Academic Writing Expectations in U.S. Higher Education. - 220 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--University of Rochester, 2015.

Chinese graduate students make great contributions to receiving universities in the United States financially and academically. The increasing number of Chinese graduate students makes it necessary to study their experience of negotiating the unfamiliar expectations of academic writing in the United States. However, little research has explored their academic writing experience. This dissertation aims to explore how Chinese graduate students understand and navigate academic writing expectations in the United States.

ISBN: 9781321750218Subjects--Topical Terms:

516208
English as a second language.

Great Expectations: A Qualitative Study of How Chinese Graduate Students Navigate Academic Writing Expectations in U.S. Higher Education.
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020 $a 9781321750218
035 $a (MiAaPQ)AAI3703282
035 $a AAI3703282
040 $a MiAaPQ $c MiAaPQ
100 1 $a Shang-Butler, Hairong. $3 3186506
245 1 0 $a Great Expectations: A Qualitative Study of How Chinese Graduate Students Navigate Academic Writing Expectations in U.S. Higher Education.
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Nancy Ares.
502 $a Thesis (Ph.D.)--University of Rochester, 2015.
520 $a Chinese graduate students make great contributions to receiving universities in the United States financially and academically. The increasing number of Chinese graduate students makes it necessary to study their experience of negotiating the unfamiliar expectations of academic writing in the United States. However, little research has explored their academic writing experience. This dissertation aims to explore how Chinese graduate students understand and navigate academic writing expectations in the United States.
520 $a I draw on two theoretical domains to inform my study --- writing as a social practice as my primary theoretical lens and Bourdieu's theory of social, linguistic and cultural capital as the complementary theory. This study begins with two rounds of semi-structured qualitative interviews with eight Chinese graduate students across disciplines and then document review of students' writing samples with their instructors' feedback, followed by a focus- group interview with three faculty members who have experience teaching or advising Chinese graduate students. Furthermore, open and focused coding was used to analyze the qualitative data. This study provides insights about the complex writing experiences of Chinese EAL international graduate students around three major themes 1) navigating academic culture shock at graduate-level writing, 2) navigating social relations in writing, and 3) mobilizing resources and strategies available to make sense of and meet writing expectations.
520 $a This dissertation study provides a rich and nuanced understanding of how Chinese EAL graduate students understand, make sense of and navigate writing expectations. It has suggested the mismatch in writing expectations between Chinese and U.S. academic cultures in many ways, as well as the lack of adequate preparation and international student-friendly support to EAL graduate students. Chinese graduate students had to conceptualize and negotiate academic culture shock and social relationships to transition into graduate level writing in the United States. Future EAL writing research should expand and explore further toward understanding EAL international students' writing as a social construct.
520 $a Keywords: academic writing, writing expectations, Chinese graduate students, academic cultural shock, social relationships.
590 $a School code: 0188.
650 4 $a English as a second language. $3 516208
650 4 $a Higher education. $3 641065
650 4 $a Foreign language education. $3 3172512
690 $a 0441
690 $a 0745
690 $a 0444
710 2 $a University of Rochester. $b Education and Human Development. $3 3181330
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0188
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703282