Genre Awareness in Two Undergraduates' Graduate School Statement of Purpose
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study examines the commonality and difference in the genre awareness of two undergraduates. By analyzing how they wrote their statements of purpose for their graduate school admission, the author reports that their genre awareness takes place on two levels: (a) identification of communicative purposes, and (b) identification of textual variations. Based on the findings, the author proposes a rhetorical triangle model, which sheds light on the significance of rhetorical knowledge in context
Abstract
This study examines the commonality and difference in the genre awareness of two undergraduates. By analyzing how they wrote their statements of purpose for their graduate school admission, the author reports that their genre awareness takes place on two levels: (a) identification of communicative purposes, and (b) identification of textual variations. Based on the findings, the author proposes a rhetorical triangle model, which sheds light on the significance of rhetorical knowledge in context
참고문헌 (36)
- Bazerman, C, "in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity in Multidisciplinary Perspectives on Literacy Research", pp.133~178 (2005), Hampton Press
- Beaufort, A, "Developmental Gains of a History Major: A Case for Building a Theory of Disciplinary Writing Expertise", Research in the Teaching of English, 39, pp.136~185 (2004)
- Beaufort, A, "Freshmen Writing and Beyond: Re-Conceptualizing the Design of Post-Secondary Writing Courses" (2007), Utah State University
- Culture, "Genre Knowledge in Disciplinary Communication: Cognition", pp.LEA, Power
- Carroll, L. A, "Rehearsing New Roles: How College Students Develop as Writers" (2002), Southern Illinois University
- Christie, F, "The Changing Face of Literacy in Multidisciplinary Perspectives on Literacy Research", pp.1~25 (1990), The Australia Council of Educational Research
- Creswell, J. W, "Qualitative Inquiry and Research Design: Choosing among Five Traditions" (1998), Sage
- Delphit, L, "Politics of Teaching Literate Discourse in Literacy: A Critical Sourcebook", pp.2001, Bedford
- Devitt, A, "Writing Genres" (2004), Southern Illinois University
- Dias, P, "Worlds Apart: Acting and Writing in Academic and Workplace Contexts" (1999), LEA
- Duff, P, "Beyond Generalizability: Contextualization, Complexity and Credibility in Applied Linguistics Research in Inference and Generalizability in Applied Linguistics: Multiple Research Perspectives", pp.65~95 (2006), John Benjamins
- Emerson, R. M, "Writing Ethnographic Fieldnotes" (1995), The University of Chicago Press
- Ferris, D, "Research Perspectives on English for Academic Purposes", pp.298~314 (2001), Cambridge University Press
- Grabe, W, "Theory and Practice of Writing" (1996), Longman
- Halliday,M.A.K, "An Introduction to Functional Grammar" (1994), Arnold
- Halliday, M. A. K, "Language, Context and Text: A Social Semiotic Perspective" (1989), Oxford University Press
- Hyon, S, "Genre in Three Traditions: Implications for ESL", TESOL Quarterly, 30, pp.693~722 (1996)
- Hyland, K, "Genre and Second Language Writing" (2004), The University of Michigan Press
- Johns, A. M, "The Discourse Communities Dilemma: Identifying Transferable Skills for the Academic Milieu", English for Specific Purposes, 7, pp.55~60 (1988)
- Johns, A. M, "Text, Role, and Context: Developing Academic Literacies" (1997), Cambridge University Press
- Johns, A. M, "Genre in the Classroom: Multiple Perspectives" (2002), LEA
- Johns, A. M, "Genre Awareness and the Novice Student: An On-Going Quest", Language Teaching, 41, pp.239~254 (2008)
- Johns, A. M, "Literacy and Disciplinary Practices: Opening and Closing Perspectives", Journal of Writing for Academic Purposes, 1, pp.13~28 (2002)
- Leki, I, "Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development" (2007), LEA
- Melzer, D, "Assignment across the Curriculum: A Survey of College Wri", Language and Learning Across the Discipline, 6, pp.86~110 (2002)
- Miller, C. R, "Genre as Social Action", Quarterly Journal of Speech, 70, pp.161~167 (1984)
- 박혜정, "A Case Study of a Korean Undergraduate’s Writing Development during His American College Years", 새한영어영문학, 52(2), pp.243~265 (2010), 새한영어영문학회
- Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy, "Writing", pp.1998, Prior, P
- Russell, D. R, "American Origins of the Writing-across-the Curriculum Movement in Landmark Essays on Writing across the Curriculum", pp.3~22 (1994), Hermagoras Press
- Russell, D. R, "Activity Theory and its Implications for Writing Instruction in Reconceiving Writing, Rethinking Writing Instruction", pp.79~100 (1995), LEA
- Shaughnessy, M, "Errors and Expectations" (1977), Oxford University Press
- Spack, R, "The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study", Written Communication, 14, pp.3~63 (1997)
- Sternglass, M. S, "Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level" (1997), LEA
- Swales, J. M, "Genre Analysis: English in Academic and Research Settings" (1990), Cambridge University Press
- Tardy, C, "'It's like a Story': Rhetorical Knowledge Development in Advanced Academic Literacy", Journal of English for Academic Purposes, 4, pp.325~338 (2005)
- Tardy, C, "Researching First and Second Language Genre Learning: A Comparative Review and a Look Ahead", Journal of Second Language Writing, 15, pp.79~101 (2006)
