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Revision breakdowns in academic writing of Chinese graduate-level ESL students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Revision breakdowns in academic writing of Chinese graduate-level ESL students./
作者:	Lee, Yu-Chang.
面頁冊數:	1 online resource (376 pages)
附註:	Source: Dissertations Abstracts International, Volume: 55-01, Section: A.
Contained By:	Dissertations Abstracts International55-01A.
標題:	Multicultural education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9319995click for full text (PQDT)
ISBN:	9798208148570

Revision breakdowns in academic writing of Chinese graduate-level ESL students.
Lee, Yu-Chang.

Revision breakdowns in academic writing of Chinese graduate-level ESL students. - 1 online resource (376 pages)

Source: Dissertations Abstracts International, Volume: 55-01, Section: A.

Thesis (Ed.D.)--Boston University, 1993.

Includes bibliographical references

This study was designed to investigate revision breakdowns in academic writing of five Chinese graduate-level ESL students regularly enrolled at a university in Boston, Massachusetts. Three questions were brought up in this study: (1) What problems can the student writers detect in their texts? (2) How can they diagnose the problems? (3) What strategies do they use to fix the problems? To answer these questions, the subjects were asked to choose a writing assignment for one of their academic courses, and revise it as many times as they wanted. When they met with the researcher, they had to do the last revision with the researcher observing. Then the researcher examined all their drafts and asked them questions to get the data for analysis. This study showed that: (1) The subjects had difficulty writing in English, because they had very limited English language ability, especially in language use and vocabulary. Within language use errors, they had the most limited ability to deal with complex sentences. (2) They had a limited ability to detect errors in text. None of them detected all types of errors except one student. (3) They had a limited ability to diagnose errors in text. They all relied only on their intuition to diagnose errors. Most of what they diagnosed successfully were very well-defined errors (e.g., rule-governed errors). (4) They fixed either a small percentage of errors or none of the errors in their initial drafts. Also, they had difficulties using a wide variety of strategies to fix errors in text. Sometimes, their revising even created additional errors. (5) Generally, organization, language use, and vocabulary were the types of errors they detected, diagnosed, and fix least effectively. (6) This study suggests that there are two sources of the above problems. One source involves these ESL learners' educational and cultural background, and the other one involves their English and writing proficiency. Also, this study provides suggestions to deal with the sources of these problems.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798208148570Subjects--Topical Terms:

526718
Multicultural education.
Index Terms--Genre/Form:

542853
Electronic books.

Revision breakdowns in academic writing of Chinese graduate-level ESL students.
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500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Brisk, Maria.
502 $a Thesis (Ed.D.)--Boston University, 1993.
504 $a Includes bibliographical references
520 $a This study was designed to investigate revision breakdowns in academic writing of five Chinese graduate-level ESL students regularly enrolled at a university in Boston, Massachusetts. Three questions were brought up in this study: (1) What problems can the student writers detect in their texts? (2) How can they diagnose the problems? (3) What strategies do they use to fix the problems? To answer these questions, the subjects were asked to choose a writing assignment for one of their academic courses, and revise it as many times as they wanted. When they met with the researcher, they had to do the last revision with the researcher observing. Then the researcher examined all their drafts and asked them questions to get the data for analysis. This study showed that: (1) The subjects had difficulty writing in English, because they had very limited English language ability, especially in language use and vocabulary. Within language use errors, they had the most limited ability to deal with complex sentences. (2) They had a limited ability to detect errors in text. None of them detected all types of errors except one student. (3) They had a limited ability to diagnose errors in text. They all relied only on their intuition to diagnose errors. Most of what they diagnosed successfully were very well-defined errors (e.g., rule-governed errors). (4) They fixed either a small percentage of errors or none of the errors in their initial drafts. Also, they had difficulties using a wide variety of strategies to fix errors in text. Sometimes, their revising even created additional errors. (5) Generally, organization, language use, and vocabulary were the types of errors they detected, diagnosed, and fix least effectively. (6) This study suggests that there are two sources of the above problems. One source involves these ESL learners' educational and cultural background, and the other one involves their English and writing proficiency. Also, this study provides suggestions to deal with the sources of these problems.
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538 $a Mode of access: World Wide Web
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650 4 $a Language arts. $3 532624
655 7 $a Electronic books. $2 lcsh $3 542853
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710 2 $a Boston University. $3 1017454
773 0 $t Dissertations Abstracts International $g 55-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9319995 $z click for full text (PQDT)