This study examined how second language students at a large urban university approached academic writing through interviews with four graduating ESL students and journal entries recorded by the researcher while tutoring students at the university's writing center. While originally aiming to understand the relevance of narrative in student writing, the data revealed little on that topic. Instead, the study focused on defining academic discourse and explaining students' engagement with and resistance to writing assignments. The findings indicate students need to discover their own connection to their writing, whether through relating to the assignment itself, their instructor, other students, or themselves. Negotiating with instructors or graders was identified as a significant way for students to establish this important connection.
1. NEGOTIATING ACADEMIC DISCOURSE:
A STUDY EXAMINING STUDENTS’ UNDERSTANDING AND APPROACH
Master of Arts, 2005
Carolyn Clarissa Greco
Department of Interdisciplinary Studies
York University
Abstract
This study examined students’ writing experience at a large urban
university through interviews with four graduating second language learners, and
through journaling students’ academic writing experiences. The researcher
worked as a tutor during Winter Term at the Writing Place recording 66 pages of
her work assisting students with their assignments. The original purpose of the
study was to discover the relevance of narrative in students’ writing. Because
the data revealed little on narrative, the main focus became defining “academic
discourse,” as well as, explaining students’ connection and resistance to their
writing assignments. Insight into the type of instruction ESL and other students
needed revealed little difference. The findings indicate a need for students to
discover their own connection to their writing. Students need a connection to
their assignment, to their instructor, to other students, and/or to themselves. One
significant way for students to find this connection is to learn to negotiate with
their instructor/grader.
