Date of Award

10-2018

Culminating Project Type

Thesis

Degree Name

English: Rhetoric and Writing: M.A.

Department

English

College

College of Liberal Arts

First Advisor

Carol Mohrbacher

Second Advisor

Tim Fountaine

Third Advisor

James Heiman

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

writing, ESL

Abstract

In US researched writing contexts, ESL student writers often experience cultural differences and draw a negative conclusion or form a stereotype about it. As a result, they tend to enhance a feeling of disconnectedness to the new academic writing culture. To explore the alternative practice for ESL student writers to create a sense of connection to it, this qualitative study collected interview data from four American writing tutors regarding what they are feeling, thinking and doing when working on researched writing. This study described what it is that American student writers experience when working on researched writing and created hermeneutic cross-cultural conversations to find commonality beneath the different writing cultures. Analysis of this study revealed that American students learn, deepen, and show new knowledge in the process of researched writing. Also, hermeneutic cross-cultural conversations suggested that ESL students’ awareness of their cultural expectations might help them see US researched writing correctly and create a sense of connection to it.

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