Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s
Lin, Zhou
Loading…
Permalink
https://hdl.handle.net/2142/78414
Description
Title
Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s
Author(s)
Lin, Zhou
Issue Date
2015-04-23
Committee Member(s)
Prior, Paul A.
Department of Study
Linguistics
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
cross-cultural contrastive rhetoric
English academic writing
academic writing in students' L1s
metacognition
use of connectives
use of dependent clauses
Abstract
This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level ESL Writing Service Courses at University of Illinois at Urbana-Champaign. Two 501-level classes were recruited to participate in this study: one class received CCCR instruction and participated in CCCR discussions, and the other class did not receive CCCR instruction and discussions. The study entailed both quantitative and qualitative investigations: the quantitative investigation involved the grading of the results, the counting of use of dependent clauses and cohesive devices in students’ writing samples; pre- and post-study surveys, questionnaires and interviews. The findings show that students who received CCCR instructions and participated in CCCR discussions demonstrated more active use of connectives and showed increased metacognition about the similarities and differences between English academic writing academic writing in their L1s.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
