Introduction The study of the self in social and academic contexts is a current issue in studies on identity. However, identity has different conceptualisations and can be approached from different perspectives.
Writing as a Social Act: Classroom Posted by William Allen Heidenfeldt, GS, French Department, January 15, Introduction As both students and instructors of foreign languages move into intermediate- and advanced-level courses, they participate in increasingly more complex interactions with each other and also with the texts that they study and create.
Students in the second-year French program French 3 and 4 are expected to work equally in the four areas of language study: Students as writers are engaged with identity work involving relationships with their own native languages, the target language, and language in general. The semiotic potential that exists at all levels of language, from phonological representations to pragmatics, becomes more transparent as words and phrases take shape through the physicality of the written text.
Implicit in this type of work are cultural values and expectations as well as writing habits that these cultures inform and shape. This process of writing in a foreign language offers students and instructors the unique opportunity to analyze specific writing genres that are culturally embedded and socially reconstructed through their very use.
Project Rationale and Process In this particular project, I wanted to develop an online collection of writing lessons and activities that build on the existing writing curriculum in the second year French language program in order to enable instructors to teach different genres of composition effectively.
Currently, students produce up to six formal compositions a semester in a variety of genres, yet a rich discussion of these culturally and historically embedded forms of writing has not traditionally been part of formal lesson plans.
These activities provide instructors and students with a shared metalanguage for discussing the elements of composition in various genres, allowing students to gain a broad understanding of different discourse models in writing as well as to strengthen discrete components of their writing systematically.
Ultimately, the use of these tools during classroom interaction provides a meaningful way for instructors and students to discuss not only the constraints of specific writing genres but also the historical and cultural constraints that have shaped their forms and usage. I envisioned the work of the semester to move through these stages: Interviews with graduate students, language coordinators, and professors in language departments and College Writing Program 3.
Creation of digital and print graphic organizers and text-based writing lesson extensions to foreground conventions and contextualized use of writing genres 4. Pilot and review the use of selected graphic organizers and writing lesson ideas in French 3 sections during Fall 5.
Provide web-friendly versions of materials to Second Year Language Coordinator for addition to the student and instructor websites Through regular meetings with French 3 instructors and the language coordinator, I was hoping to receive immediate feedback on lesson implementations as well as their reflective critiques that would lead to the refinement of these lessons as the language coordinator added them to the online curriculum available to both instructors and students.
Genres, Writing, and Identity Work: Theoretical Underpinnings For this project, I focused on the working notion of genre as referring both to a kind of text and to a class of events or social activities that help people create and interpret particular texts Paltridge This latter definition offers a rich invitation to the work that can be done in a foreign language classroom as students and instructors sort through significant yet unfamiliar, culturally rooted structures for organizing and understanding information.
This tension can be eased through direct instruction of both the forms of distinct writing genres and the cultural contexts in which those genres have existed.
Building Bridges without Reinventing the Wheel Over the course of the semester, I met with a variety of instructors of writing from several departments to form a global understanding of the ways in which writing is taught on campus. I was hoping to see what bridges between departments, if any, existed regarding the instruction of genres in writing.
Through interviews with instructors in the College Writing Program and in language departments such as Near Eastern Studies, Spanish and Portuguese, German, and French, I gained insight into the complicated relationship that language instructors have with the instruction of writing.
I asked the same set of questions to instructors in each department: Specifically, instructors and professors alike cited the difficulty in presenting to their students genres strongly associated with foreign cultures and which may seem alien to students at an American university. Although writing provides a site for the intersection of language and culture, instructors appear to be at a crossroads of how to balance the demands of teaching both the language of writing and the culture of writing.
The College Writing Program situates the study of writing genres squarely into its curriculum. In meetings with instructors in this program, I asked about any implications in foreign language instruction that their work might suggest.
While discussions in College Writing classes might not focus on the national or ethnic social values present in the ongoing use and variation of those text types, students do learn the significance of specific text types in different academic and disciplinary cultures.
It is this type of presentation that gets lost in a foreign language writing lesson during which many discrete aspects of language and form impose on the time of the lesson, relegating to the sidelines a discussion of the implications of uses of specific text types.
Tackling One Specific Genre Figure 1. Over the course of the semester, as I created support lessons that drew upon thematic units in the French 3 syllabus, I was able to pilot drafts of writing activities in several course sections. In monthly meetings, instructors provided feedback on the value and efficiency of the newly created activities.Brief Summary of Each Main Theory.
Before the literature surrounding a social-constructivist view of L2 academic writing is discussed in depth, I will first define the three main theories that underpin this article: sociocultural theory; identity construction theory; and critical argument theory.
This study investigates the influences on the construction of writer identity by Japanese university students in Japan learning English academic writing, with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing .
Abstract. This paper reports on a pilot project which investigates the writing identity construction, writing practices and experiences of 17 authors from varied subject disciplines in higher education, whose publications include poetry and academic writing.
Writing is a way of knowing: writing and Writing is a way of knowing: writing and identity Gloria Park Writing and Identity: The Discoursal Construction of Identity in Academic Writing has allowed.
The use of a case study approach to examine the construction of identity in an undergraduate dissertation written in a foreign language. 19 Pages. The use of a case study approach to examine the construction of identity in an undergraduate dissertation written in a foreign language Ivanic, R.
(). Writing and identity. The discoursal. three aspects of identity interacting in writing which she calls the ‘auto-biographical self’, which is influenced by the writer’s life-history, the ‘discoursal self’, which is the image or ‘voice’ the writer projects in a text, and the ‘authorial.