Voice, Practices, and Products: Accounting for a Writing Teacher and Students
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Texts are described as sites of negotiation, and particularly in an EFL context, writers construct texts in consideration of the perceived needs and purposes. This study explores the relationship between voice and pedagogic practices of a teacher and writing products of students in an EFL writing course at a university in Korea. The data comprise interviews with the teacher, classroom observations, and the collection of nine students’ opinion writing. The findings indicate that the teacher had her own approaches in teaching of writing in English, including three types of voice positioning and a variety of classroom activities, so that students can construct creative meaning-making in writing, which can be identified as an ‘alignment’. However, students’ written texts were little affected by the teacher’s pedagogic practices, showing a pattern of accommodation, which can be explained by a ‘detachment’. That is, most students established similar rhetorical patterns and content to the model paragraph in the textbook rather than creating their own ideas. This study implies that writing teachers need to develop students’ creativity and critical thought through their pedagogical practices by understanding students’ writing experiences in the Korean institutional setting.
Abstract
Texts are described as sites of negotiation, and particularly in an EFL context, writers construct texts in consideration of the perceived needs and purposes. This study explores the relationship between voice and pedagogic practices of a teacher and writing products of students in an EFL writing course at a university in Korea. The data comprise interviews with the teacher, classroom observations, and the collection of nine students’ opinion writing. The findings indicate that the teacher had her own approaches in teaching of writing in English, including three types of voice positioning and a variety of classroom activities, so that students can construct creative meaning-making in writing, which can be identified as an ‘alignment’. However, students’ written texts were little affected by the teacher’s pedagogic practices, showing a pattern of accommodation, which can be explained by a ‘detachment’. That is, most students established similar rhetorical patterns and content to the model paragraph in the textbook rather than creating their own ideas. This study implies that writing teachers need to develop students’ creativity and critical thought through their pedagogical practices by understanding students’ writing experiences in the Korean institutional setting.
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