LEADER 04372nam 2200673Ia 450 001 9910814953903321 005 20240513080558.0 010 $a1-282-15543-1 010 $a9786612155437 010 $a90-272-9331-7 035 $a(CKB)1000000000535010 035 $a(OCoLC)320321528 035 $a(CaPaEBR)ebrary10137863 035 $a(SSID)ssj0000164032 035 $a(PQKBManifestationID)11924473 035 $a(PQKBTitleCode)TC0000164032 035 $a(PQKBWorkID)10118654 035 $a(PQKB)11695801 035 $a(MiAaPQ)EBC622616 035 $a(Au-PeEL)EBL622616 035 $a(CaPaEBR)ebr10137863 035 $a(CaONFJC)MIL215543 035 $a(EXLCZ)991000000000535010 100 $a20060524d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGoals for academic writing $eESL students and their instructors /$fedited by Alister Cumming 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$dc2006 215 $a1 online resource (217 p.) 225 1 $aLanguage learning and language teaching,$x1569-9471 ;$vv. 15 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a90-272-1969-9 320 $aIncludes bibliographical references (p. [174]-188) and index. 327 $aGoals for AcademicWriting -- Editorial page -- Title page -- LCC data -- Table of Contents -- Foreword -- 1. Introduction, purpose, andconceptual foundations -- Section I. The Main Study -- 2. Context and designof the research -- 3. Students' goals for ESL anduniversity courses -- 4. A study of contrasts:ESL and university instructors'goals for writing improvement -- Section II. Case Studies -- 5. Nine Chinese students writingin Canadian university courses -- 6. Students' and instructors' assessmentsof the attainment of writing goals -- 7. The language of intentionsfor writing improvement:A systemic functionallinguistic analysis -- 8. Goals, motivations, and identities ofthree students writing in English -- 9. Variations in goals and activitiesfor multilingual writing -- Section III. Implications -- 10. Implications for pedagogy, policy,and research -- References -- Appendices -- Subject index -- Contributors -- The series Language Learning & -- Language Teaching. 330 $aThis book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world. 410 0$aLanguage learning and language teaching ;$vv. 15. 606 $aAcademic writing$xStudy and teaching$zCanada 606 $aEnglish language$xRhetoric$xStudy and teaching$xForeign speakers 606 $aEnglish language$xRhetoric$xStudy and teaching$zCanada 606 $aEnglish language$xStudy and teaching$xForeign speakers$xResearch 606 $aEnglish language$xWritten English 615 0$aAcademic writing$xStudy and teaching 615 0$aEnglish language$xRhetoric$xStudy and teaching$xForeign speakers. 615 0$aEnglish language$xRhetoric$xStudy and teaching 615 0$aEnglish language$xStudy and teaching$xForeign speakers$xResearch. 615 0$aEnglish language$xWritten English. 676 $a808.042 701 $aCumming$b Alister H$01628297 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910814953903321 996 $aGoals for academic writing$94068238 997 $aUNINA