Texts of Negotiation: Rhetorics and the Meaning-making in Students' Writing
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Abstract
This paper discusses students' letter writing in the final assessment of an EFL writing classroom at a university in Korea. The main questions it examines are what the rhetorical patterns of students' texts entail, and how these become visible through writing practices, undertaking a qualitative approach. The data comprise interviews and a selection of ten examples of letter writing. The findings revealed that students engaged in unique ways in which they oriented their meaning-making to broad views concerning rhetorics and components through a Goal-Will pattern and content analysis of the ten letters. The approaches used by the students involve a particular context, and they attempt to reorganize the recontextualized English formal letter, which reflects the students' negotiation of interaction with letter writing in English. This paper concludes that we can understand that a learning context involves specific discourse communities, and life-world, learning experiences, and learning purposes inside/outside classrooms impact on students' EFL writing.
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