A staircase model for teaching grammar for EAP writing in the IEP : freshman composition and the noun phrase
The interface of corpus linguistics and second language writing has led to extensive corpus-based research focusing on a description of academic writing. The overwhelming majority of this research, however, has focused on scholarly writing, which may not be a valid model for novice writing. This thesis proposes the teaching of second language writing should be informed by a staircase model of writing progression which aims instruction at the level of student writing. For English for academic purposes writers in intensive English programs, this target is first year undergraduate writing, specifically freshman composition as it is taught in North American higher education contexts. This study specifically compares the frequency of the noun phrase in freshman composition writing and scholarly writing with two main aims: to provide empirical evidence of the differences between the two levels of writing and to contribute to a description of freshman composition writing. The findings from this comparison clearly demonstrate that noun phrases in both levels of writing employ a discernible pattern, and there are distinct differences between those patterns. A critical need form pedagogical materials to focus more on
Bennett, Gena R.
P Philology. Linguistics ; PE English
A staircase model for teaching grammar for EAP writing in the IEP : freshman composition and the noun phrase. The interface of corpus linguistics and second language writing has led to extensive corpus-based research focusing on a description of academic writing. The overwhelming majority of this research, however, has focused on scholarly writing, which may not be a valid model for novice writing. This thesis proposes the teaching of second language writing should be informed by a staircase model of writing progression which aims instruction at the level of student writing. For English for academic purposes writers in intensive English programs, this target is first year undergraduate writing, specifically freshman composition as it is taught in North American higher education contexts. This study specifically compares the frequency of the noun phrase in freshman composition writing and scholarly writing with two main aims: to provide empirical evidence of the differences between the two levels of writing and to contribute to a description of freshman composition writing. The findings from this comparison clearly demonstrate that noun phrases in both levels of writing employ a discernible pattern, and there are distinct differences between those patterns. A critical need form pedagogical materials to focus more on
model teach_grammar eap write composition noun_phrase interface corpus_linguistics second_language write lead extensive_corpus based focus description academic_writing overwhelming majority however focus scholarly write may valid model novice writing proposes teach second_language writing informed model write progression aim instruction level student_writing english_academic purpose writer intensive english program target undergraduate writing specifically composition teach north_american high_education context study specifically compare frequency noun_phrase composition write scholarly write two_main aim_provide empirical_evidence difference_two level write contribute description composition writing finding comparison clearly noun_phrase level write employ discernible pattern distinct difference pattern critical need form pedagogical material focus