{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78414"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78414","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s","abstract":"This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level ESL Writing Service Courses at University of Illinois at Urbana-Champaign. Two 501-level classes were recruited to participate in this study: one class received CCCR instruction and participated in CCCR discussions, and the other class did not receive CCCR instruction and discussions. The study entailed both quantitative and qualitative investigations: the quantitative investigation involved the grading of the results, the counting of use of dependent clauses and cohesive devices in students’ writing samples; pre- and post-study surveys, questionnaires and interviews. The findings show that students who received CCCR instructions and participated in CCCR discussions demonstrated more active use of connectives and showed increased metacognition about the similarities and differences between English academic writing academic writing in their L1s.","abstract_html":"This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level ESL Writing Service Courses at University of Illinois at Urbana-Champaign. Two 501-level classes were recruited to participate in this study: one class received CCCR instruction and participated in CCCR discussions, and the other class did not receive CCCR instruction and discussions. The study entailed both quantitative and qualitative investigations: the quantitative investigation involved the grading of the results, the counting of use of dependent clauses and cohesive devices in students’ writing samples; pre- and post-study surveys, questionnaires and interviews. The findings show that students who received CCCR instructions and participated in CCCR discussions demonstrated more active use of connectives and showed increased metacognition about the similarities and differences between English academic writing academic writing in their L1s.","abstract_has_math":false,"creators":["Lin, Zhou"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Prior, Paul A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:17:02Z","date_published":"2015-07-22T22:17:02Z","updated_at":"2026-07-22T22:26:11Z","subjects":["cross-cultural contrastive rhetoric","English academic writing","academic writing in students' L1s","metacognition","use of connectives","use of dependent clauses"],"languages":["en"],"rights":["Copyright 2015 Lin Zhou"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78414","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Prior, Paul A."]},{"key":"dc:creator","label":"Author","values":["Lin, Zhou"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:17:02Z","2015-05","2015-04-23","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["cross-cultural contrastive rhetoric","English academic writing","academic writing in students' L1s","metacognition","use of connectives","use of dependent clauses"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Lin Zhou"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78414"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level ESL Writing Service Courses at University of Illinois at Urbana-Champaign. 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The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Lin Zhou, accepted the attached license on 2015-04-17 at 15:52.","The student, Lin Zhou, submitted this Thesis for approval on 2015-04-17 at 16:03.","This Thesis was approved for publication on 2015-04-23 at 14:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7930 on 2015-07-22 at 10:32:42","Made available in DSpace on 2015-07-22T22:17:02Z (GMT). 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Two 501-level classes were recruited to participate in this study: one class received CCCR instruction and participated in CCCR discussions, and the other class did not receive CCCR instruction and discussions. The study entailed both quantitative and qualitative investigations: the quantitative investigation involved the grading of the results, the counting of use of dependent clauses and cohesive devices in students’ writing samples; pre- and post-study surveys, questionnaires and interviews. The findings show that students who received CCCR instructions and participated in CCCR discussions demonstrated more active use of connectives and showed increased metacognition about the similarities and differences between English academic writing academic writing in their L1s.","Submission original under an indefinite embargo labeled 'Open Access'. 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