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Case studies of non-native graduate ...

Chitrapu, Devi S.

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Case studies of non-native graduate students' research writing in the disciplines.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Case studies of non-native graduate students' research writing in the disciplines./
作者:	Chitrapu, Devi S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
面頁冊數:	244 p.
附註:	Source: Dissertations Abstracts International, Volume: 58-08, Section: A.
Contained By:	Dissertations Abstracts International58-08A.
標題:	Linguistics. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9706800
ISBN:	9780591139464

Case studies of non-native graduate students' research writing in the disciplines.
Chitrapu, Devi S.

Case studies of non-native graduate students' research writing in the disciplines. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 244 p.

Source: Dissertations Abstracts International, Volume: 58-08, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 1996.

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

This descriptive study investigates and identifies the problems that non-native graduate students encounter in research writing based on reading and synthesizing multiple sources of information. The study is motivated by the dearth of studies on research writing in ESL and the necessity to understand the research writing needs of non-native graduate students. This study is a naturalistic inquiry of the formative English writing experiences of six non-native graduate students in three disciplines and the assumptions they have about research writing. Participant data questionnaires, audiotaped formal and informal interviews with participants and faculty, portfolios, and informal observation constitute the data. The analysis of the data showed that the participants' formative academic literacy experience was inadequate and did not emphasize the reading and writing skills that they needed. The limited training and practice with study and research writing skills is found to be the major source for many of the problems that participants encountered. This study also highlights the significant impact academic training has on the approach participants took to the research writing task and the goals they set for their assignment. It found participants using the modes of writing assignments they are familiar with to interpret the research writing task. The study found participants' formative English learning experience as being influential in the kinds of strategies they employed to meet the demands of the research writing assignment. Transporting material from sources untransformed, frequent use of direct quotations from sources, using sources undocumented, formulating their thoughts in native language and translating them into English, and writing in lengthy complex sentences are some of the coping strategies that the participants used. Significant difference is found in the effort and the amount of time they invested on the pre-writing activities, revision and editing. Participants emphasized and spent more time reading the sources and planning their papers than revising their papers. Results from this study reinforced findings from earlier research about the influence of school literacy and the set of assumptions that students carry with them. The study indicates that emphasizing critical reading and synthesizing skills may help non-native students to develop their research writing skills.

ISBN: 9780591139464Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

ESL

Case studies of non-native graduate students' research writing in the disciplines.
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520 $a This descriptive study investigates and identifies the problems that non-native graduate students encounter in research writing based on reading and synthesizing multiple sources of information. The study is motivated by the dearth of studies on research writing in ESL and the necessity to understand the research writing needs of non-native graduate students. This study is a naturalistic inquiry of the formative English writing experiences of six non-native graduate students in three disciplines and the assumptions they have about research writing. Participant data questionnaires, audiotaped formal and informal interviews with participants and faculty, portfolios, and informal observation constitute the data. The analysis of the data showed that the participants' formative academic literacy experience was inadequate and did not emphasize the reading and writing skills that they needed. The limited training and practice with study and research writing skills is found to be the major source for many of the problems that participants encountered. This study also highlights the significant impact academic training has on the approach participants took to the research writing task and the goals they set for their assignment. It found participants using the modes of writing assignments they are familiar with to interpret the research writing task. The study found participants' formative English learning experience as being influential in the kinds of strategies they employed to meet the demands of the research writing assignment. Transporting material from sources untransformed, frequent use of direct quotations from sources, using sources undocumented, formulating their thoughts in native language and translating them into English, and writing in lengthy complex sentences are some of the coping strategies that the participants used. Significant difference is found in the effort and the amount of time they invested on the pre-writing activities, revision and editing. Participants emphasized and spent more time reading the sources and planning their papers than revising their papers. Results from this study reinforced findings from earlier research about the influence of school literacy and the set of assumptions that students carry with them. The study indicates that emphasizing critical reading and synthesizing skills may help non-native students to develop their research writing skills.
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