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Second Language Writing in Intensive...

Hammill, Matthew J.

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Second Language Writing in Intensive English Programs and First Year Composition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Second Language Writing in Intensive English Programs and First Year Composition./
作者:	Hammill, Matthew J.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3642764
ISBN:	9781321298789

Second Language Writing in Intensive English Programs and First Year Composition.
Hammill, Matthew J.

Second Language Writing in Intensive English Programs and First Year Composition. - 136 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2014.

This item must not be sold to any third party vendors.

The study develops a better understanding of what is valued in L2 academic writing in IEP and FYC programs through a comparative case study approach, identifying the assumptions and underlying values of program directors and instructors in both types of instructional settings. The goal of the study is to understand more about second language writing pedagogy for international students in these programs, as well as to provide university administrators with a better understanding of how to improve writing instruction for multilingual students, who have become a key part of the U.S. higher education mission. Data include program-level mission statements, course descriptions and objectives, curricular materials, as well as interviews with teachers and program directors. Major findings show that there is a tension between language-focused vs. rhetoric-focused approaches to second language writing instruction in the two contexts. IEP instruction sought to build on students' language proficiency, and writing instruction was rooted in a conception of writing as language organized by structural principles, while the FYC program emphasized writing as a tool for communication and personal growth. Based on these findings, I provide recommendations for improving graduate education for all writing teachers, developing more comprehensive needs analysis procedures, and establishing administrative structures to support international multilingual students.

ISBN: 9781321298789Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Second Language Writing in Intensive English Programs and First Year Composition.
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500 $a Adviser: Paul Kei Matsuda.
502 $a Thesis (Ph.D.)--Arizona State University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The study develops a better understanding of what is valued in L2 academic writing in IEP and FYC programs through a comparative case study approach, identifying the assumptions and underlying values of program directors and instructors in both types of instructional settings. The goal of the study is to understand more about second language writing pedagogy for international students in these programs, as well as to provide university administrators with a better understanding of how to improve writing instruction for multilingual students, who have become a key part of the U.S. higher education mission. Data include program-level mission statements, course descriptions and objectives, curricular materials, as well as interviews with teachers and program directors. Major findings show that there is a tension between language-focused vs. rhetoric-focused approaches to second language writing instruction in the two contexts. IEP instruction sought to build on students' language proficiency, and writing instruction was rooted in a conception of writing as language organized by structural principles, while the FYC program emphasized writing as a tool for communication and personal growth. Based on these findings, I provide recommendations for improving graduate education for all writing teachers, developing more comprehensive needs analysis procedures, and establishing administrative structures to support international multilingual students.
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