Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teaching of English Sec Lang

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lin, Zhou

Contributors dc:contributor

• Prior, Paul A.

• cross-cultural contrastive rhetoric
• English academic writing
• academic writing in students' L1s
• metacognition
• use of connectives
• use of dependent clauses

Statement dc:rights

• Copyright 2015 Lin Zhou

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/78414

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/78414