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Perceptions of writing: writing in English for academic purposes (EAP) programs and writing in disciplines

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posted on 28.03.2022, 01:40 authored by Elaheh Gharesoufloo
In this qualitative case study, I investigated academic writing in two contexts. The first was writing task designers at an EAP program, the second was the academics in the discipline of Accounting and Corporate Governance. Two participant task designers from each context volunteered their perspectives on the role and function of academic writing in their respective settings. The research questions were: 1) How is academic writing conceptualised in a university direct entry preparation program for business, accounting and economics at Macquarie University’s ELC? ; 2) How is academic writing conceptualised in the discipline of Accounting and Corporate Governance at Macquarie University? ; 3) How are participants’ views about academic writing compared in the two contexts? To answer the research questions, I collected task descriptions, evaluation criteria, task descriptions and follow-up interviews with task designers and unit convenors from the participants. To facilitate data storage and analysis, I used Nvivo 11 for Windows. Drawing on Roz Ivanič’s (2004) theoretical framework, I coded and categorised data into discrete concepts. Analysis of participants’ perspectives reflected core concepts encountered in Ivanič’s framework, although some responses combined discourses separately proposed by Ivanič. Although dominant perceptions on the features of academic writing reflected skills discourse and genre discourse, findings showed that the approaches to writing task design in both contexts are more compatible with social practice, genre and process discourse. There were no signs of skills approaches to teaching writing in the design of writing tasks. I discussed the findings to illuminate potential implications for different stakeholders.

History

Table of Contents

Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methods -- Chapter 4. Findings -- Chapter 5. Summary, implications and conclusion -- References -- Appendices.

Notes

Theoretical thesis. Bibliography: pages 89-93

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

MRes, Macquarie University, Faculty of Human Sciences, Department of Linguistics

Department, Centre or School

Department of Linguistics

Year of Award

2017

Principal Supervisor

Mehdi Riazi

Rights

Copyright Elaheh Gharesoufloo 2017. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Jurisdiction

New South Wales

Extent

1 online resource (iii, 100 pages) tables

Former Identifiers

mq:70262 http://hdl.handle.net/1959.14/1261868