Interpersonal Stance in L1 and L2 Students' Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs

Autor/in	Lancaster, Zak
Titel	Interpersonal Stance in L1 and L2 Students' Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs
Quelle	In: Across the Disciplines, 8 (2011) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Second Language Learning; Native Language; Writing Instruction; Persuasive Discourse; Interviews; College Faculty; Teacher Attitudes; Economics; Undergraduate Students; Research Papers (Students); Discourse Analysis; English (Second Language); Difficulty Level; Grades (Scholastic); Academic Discourse; Feedback (Response); Writing Across the Curriculum + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Schreibunterricht; Persuasion; Persuasive Kommunikation; Interviewing; Interviewtechnik; Fakultät; Lehrerverhalten; Volkswirtschaftslehre; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Schwierigkeitsgrad; Notenspiegel; Discourse; Diskurs
Abstract	This article offers a linguistic analysis of interpersonal stancetaking in four argumentative term papers written in an upper-level undergraduate course in economics. Two of the papers were written by English L2 writers who experienced particular difficulty with the assignment and two by English L1 writers who received the highest grades among the forty students in the course. My analysis is guided by the question of how recurring patterns of interpersonal meanings operate to construct an argumentative stance that indexes, or not, the specific goals and expectations for writing in the course. Considered alongside interviews with the professor and the graduate student instructor (GSI) who graded and commented on the papers, my analysis draws on the "Engagement" framework from systemic functional linguistics (Martin & White, 2005), which has proven useful in recent years for understanding the ways both professional and student writers (Chang & Schleppegrell, 2011; Derewianka, 2009; Wu, 2007) use language to construct an authorial stance within specific disciplinary contexts. Following my analysis, I consider implications of this line of research for working with English L2 writers in upper-level courses in the disciplines. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01