Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/494
Title: 
Authors: 
Issue Date: 
Apr-2006
Citation: 
Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April 2006
Abstract: 
This paper presents an analysis of stance-taking and development in the essays of a group of non-native (English) speaker (NNS) students following instruction in stance-taking and stance-maintenance in expository essay writing. Assuming and maintaining a stance or position, definitive discourse acts in the English expository/argumentative essay, may be unfamiliar acts for students whose literacy traditions favour discourse practices different from those expected in the Anglo-American model of the academic essay. Stance development in this paper is evaluated on the basis of stance-enhancing topicality. Lexico-grammatical items are considered stance enhancing if they raise topics and make topic comments that perform some rhetorical function in arguing the writer’s stance. An analysis of post-instruction essays revealed an increase in stance-enhancing topicality and a drop in non-functional topicality. The results suggest that teaching students the thinking
processes underlying the discourse practices of expository writing can effectively
improve their ability to sustain a consistent stance and avoid digression or ‘going out of point’.
URI: 
Project number: 
CRP 5/04 AC
Website: 
Appears in Collections:CRPP - Conference Papers

Files in This Item:
File Description SizeFormat 
CRP5_04AC_Conf06(AERA)_Chandrasegaran.pdfFull Text106.69 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 5

264
checked on Apr 25, 2019

Download(s) 20

137
checked on Apr 25, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.