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Academic writing in english second language contexts : perceptions and experiences

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dc.contributor.advisor Lephalala, M.M.K. (Dr.)
dc.contributor.author Chokwe, Matlou Jack
dc.date.accessioned 2012-05-18T10:11:12Z
dc.date.available 2012-05-18T10:11:12Z
dc.date.issued 2011-11
dc.identifier.uri http://hdl.handle.net/10500/5702
dc.description.abstract The study sought to examine first year students‟ conceptions of writing and the extent to which these conceptions influence their academic writing; explore tutors‟ expectations and understandings of student writing and how they respond to it; and suggest guidelines that can inform effective teaching and learning of writing in ESL contexts. The study is underpinned by the academic literacies model. The study adopted a qualitative research methodology and used a case study approach as research design. Participants included ESL first year students and their tutors. Questionnaires, focus group interviews and marked student writing samples were employed as data collection instruments. Though students claimed that they subscribed to the ideologies of the academic literacies model, and that the first year level course improved their academic writing, the findings show that, on the contrary, students were underprepared for engaging in the academic writing activities required at university level. Moreover, the findings showed that although students categorised their writing skills as average, tutors had a different perspective. The findings reveal that tutors found that students still struggle with aspects of writing including, for instance, grammar, spelling, the structuring of essays, coherence and cohesion in paragraphs as well as arguing a point convincingly. However, although the findings show that students valued feedback highly, in some instances tutors did not provide adequate, understandable and useful feedback. en
dc.language.iso en en
dc.subject Academic witing en
dc.subject English second language en
dc.title Academic writing in english second language contexts : perceptions and experiences en
dc.type Thesis en
dc.description.department English Studies


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