The Discursive Construction of Writer Identity in the Statement of Purpose (SOP): A Case Study of Two Korean Students
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explores the notion of writer identity in the construction of the Statement of Purpose (SOP). A total of five SOPs written by two Korean graduate students were analyzed by the researcher; in addition, the SOPs were reviewed by two native speaker TESOL professors who provided open-ended comments afterwards. Findings of the study indicate that the writers' identities were multiple and contradicting throughout the texts. Furthermore, while the native speaker professors felt that the writers had focused too much on themselves and not enough on audience expectations, a closer analysis of the SOPs revealed that the writers may not have focused on themselves enough, and that they may have been overly concerned with audience expectations, representing conflicting perceptions between the two groups. This study suggests that critical perspectives play a key role in understanding writer identity and that L2 writing instruction will benefit from including a variety of genres in the curriculum, especially those that are useful for specific purposes in the real world.
Abstract
This study explores the notion of writer identity in the construction of the Statement of Purpose (SOP). A total of five SOPs written by two Korean graduate students were analyzed by the researcher; in addition, the SOPs were reviewed by two native speaker TESOL professors who provided open-ended comments afterwards. Findings of the study indicate that the writers' identities were multiple and contradicting throughout the texts. Furthermore, while the native speaker professors felt that the writers had focused too much on themselves and not enough on audience expectations, a closer analysis of the SOPs revealed that the writers may not have focused on themselves enough, and that they may have been overly concerned with audience expectations, representing conflicting perceptions between the two groups. This study suggests that critical perspectives play a key role in understanding writer identity and that L2 writing instruction will benefit from including a variety of genres in the curriculum, especially those that are useful for specific purposes in the real world.
참고문헌 (39)
- 안경자, "L2 Writer Identity: A College Student’s Multiple Identities Revealed in English Compositions", 영어교육연구, 24(1), pp.1~21 (2012), 팬코리아영어교육학회
- Ashwell, J., "Patterns of teacher response to student writing in a multiple-draftcomposition classroom", Journal of Second Language Writing, 9, pp.227~240 (2000)
- Barton, E., "Personal statements : A conversation with John Swales and Chris Feak", Issues in Writing, 15, pp.5~30 (2004)
- Bhatia, V., "Analyzing genre: Language use in professional settings" (1993), Longman
- Brown, R., "Self-composed : Rhetoric in psychology personal statements", Written Communication, 21, pp.242~260 (2004)
- Creswell, J., "Qualitative inquiry and design: Choosing among five approaches" (2007), Sage
- 최연희, "Paraphrase Practices for Using Sources in L2 Academic Writing", 영어교육, 67(2), pp.51~79 (2012), 한국영어교육학회
- 최연희, "Prewriting Tasks in L2 Writing: Comparison of Freewriting and Clustering in L1 and L2", 영어학, 12(3), pp.567~600 (2012), 한국영어학회
- 최연희, "Training EFL Learners How to Benefit from Teacher Feedback in Writing Revision", 교과교육학연구, 18(1), pp.215~241 (2014), 교과교육연구소
- Ding, H., "Genre analysis of personal statements : Analysis of moves in application essays to medical and dental schools", English for Specific Purposes, 26, pp.368~392 (2007)
- Fairclough, N., "Critical discourse analysis: The critical study of language" (1995), Longman
- Ferris, D., "Research perspectives on English for Academic Purposes", pp.298~314 (2001), Cambridge University Press
- Ferris, D., "Exploring the Dynamics of Second Language Writing", pp.119~140 (2003), Cambridge University Press
- Ferris, D., "Teaching ESL composition:Purpose, process, and practice" (1998), Lawrence Erlbaum
- knowledge: Selected interviews and other writings, 1972-1977, "Power", pp.1980, Foucault, M.
- Freire, P., "Pedagogy of the oppressed" (1970), Continuum
- Gergen, K., "The social construction of the person" (1985), Springer
- Giroux, H., "On critical pedagogy" (2011), Bloomsbury Academic
- Goffman E., "The presentation of self in everyday life" (1969), Allen Lane, The Penguin Press
- Hirelva, A., "Coming back to voice : The multiple voices and identities of mature multilingual writers", Journal of Second Language Writing, 10, pp.83~106 (2001)
- Hyland, K., "The impact of teacher-written feedback on individual writers", Journal of Second Language Writing, 7, pp.255~286 (1998)
- Ivanic, R., "Writing and identity: The discoursal construction of identity in academic writing" (1998), John Benjamins Publishing Company
- Ivanic, R., "I am how I sound: Voice as self-representation in L2 writing", Journal of Second Language Writing, 10, pp.3~33 (2001)
- Kachru, Y., "Culture in Second Language Teaching and Learning", pp.75~89 (2005), Cambridge University Press
- Kaplan, R., "Cultural thought patterns in inter-cultural education", Language Learning, 16, pp.1~20 (1966)
- 이영화, "The Construction of Identity with ‘I’: Writer Identity in EFL Writing through the First Person Pronoun", 영어교육, 62(4), pp.373~390 (2007), 한국영어교육학회
- Matsuda, P., "Voice in Japanese written discourse : Implications for second language writing", Journal of Second Language Writing, 10, pp.35~53 (2001)
- Matsuda, P., "Voice in academic writing : The rhetorical construction of author identity in blind manuscript review", English for Specific Purposes, 26, pp.235~249 (2007)
- Nunan, D., "Task-based language teaching" (2004), Cambridge University Press
- Raimes, A., "What unskilled writers do as they write : A classroom study of composing", TESOL Quarterly, 19, pp.229~258 (1983)
- Ramanathan, V., "Individualism, academic writing, and ESL writers", Journal of Second Language Writing, 8, pp.45~75 (1999)
- Rollison, P., "Using peer feedback in ESL writing class", ELT Journal, 59, pp.23~30 (2005)
- Saldana, J., "The coding manual for qualitative researchers" (2009), Sage
- Supasiraprapa, S., "Metadiscourse and identity construction in teaching philosophy statements : A critical case study of two MA TESOL students", TESOL Quarterly, 1, pp.1~29 (2016)
- Tang, R., "The 'I' in identity : Exploring identity in student academic writing through the first person pronoun", English for Specific Purposes, 18, pp.623~639 (1999)
- Turner, J., "Social influence" (1991), Open University Press
- Weedon, C., "Feminism, theory, and the politics of difference" (1997), Blackwell Publishers
- Zamel, V., "Responding to student writing", TESOL Quarterly, 16, pp.195~209 (1985)
- Zhang, S., "Reexamining the affective advantage of peer feedback in the ESL writing class", Journal of Second Language Writing, 4, pp.209~222 (1995)