Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners : the discoursal self of G1.5 student writers
This thesis appears in three parts: Modules I, II, & III. The purpose of these units was to argue that Generation 1.5 (G1.5) learners are a distinct group of English language learners with unique ways of representing themselves in academic writing, and to identify those salient linguistic differences among G1.5, traditional ESL, and NS student writers. Using multiple methodologies, the text explores the discourse patterns of G1.5 students in their academic writing. Elements in each section include: Module I: o A discussion and literature review of research on Generation 1.5 students and design criteria for an extended corpus study. Module II: o A pilot study of early results from a corpus study comparing G1.5, ESL, and NES student academic writing, with a focus of pronoun and modal use. Module III: o A study involving surveys and interviews to evaluate what both students and instructors consider good academic writing and expect of student essays. o Corpus data from G1.5, ESL, and NS student corpora to determine lexicogrammatical and syntactic patterns in G1.5 student writers and how they differ from both ESL and NS students. Salient features are analyzed using a framework where features are mapped onto an
Connerty, Mary C.
P Philology. Linguistics
Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners : the discoursal self of G1.5 student writers. This thesis appears in three parts: Modules I, II, & III. The purpose of these units was to argue that Generation 1.5 (G1.5) learners are a distinct group of English language learners with unique ways of representing themselves in academic writing, and to identify those salient linguistic differences among G1.5, traditional ESL, and NS student writers. Using multiple methodologies, the text explores the discourse patterns of G1.5 students in their academic writing. Elements in each section include: Module I: o A discussion and literature review of research on Generation 1.5 students and design criteria for an extended corpus study. Module II: o A pilot study of early results from a corpus study comparing G1.5, ESL, and NES student academic writing, with a focus of pronoun and modal use. Module III: o A study involving surveys and interviews to evaluate what both students and instructors consider good academic writing and expect of student essays. o Corpus data from G1.5, ESL, and NS student corpora to determine lexicogrammatical and syntactic patterns in G1.5 student writers and how they differ from both ESL and NS students. Salient features are analyzed using a framework where features are mapped onto an
variation academic_writing among generation learner native_english speaking_learner esl_learner discoursal self student writer appear three_part iii purpose unit argue generation learners distinct group english_language learner unique_way represent academic_writing identify salient linguistic difference among traditional esl student writer using multiple methodology text explores discourse pattern student academic_writing elements section include module discussion literature_review generation student design criterion extend corpus_study module pilot_study early corpus_study compare esl student academic_writing focus pronoun modal use module iii study involve survey interview evaluate student instructor consider good academic_write expect student essay corpus data esl student corpus determine syntactic pattern student writer differ esl student salient_feature analyze use framework feature map onto