Date of Award

1-1-2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Program

Curriculum and Instruction

Content Description

1 online resource (xii, 310 pages) : PDF file, illustrations

Dissertation/Thesis Chair

Carla Meskill

Committee Members

Robert Yagelski, James Collins

Keywords

Discourse Analysis, Non-native English Speaker (NNES), Process Writing, Scaffolding, Tutorials, Writing Centers, English language, Writing centers, Tutors and tutoring

Subject Categories

Education | Higher Education | Language and Literacy Education

Abstract

Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is writing centers, which Leki (2009) believes may be "ideal learning environments whose first or strongest language is not English" (p. 1). Writing centers in higher education contexts are places, usually operated by English departments, where students can go to receive assistance at all stages of writing their academic papers. Tutorials are typically collaborative in nature. Given the disparate cultural thought patterns influencing how Confucian heritage culture (CHC) NNES writers compose and limited research investigating how process-based tutorials assist this population in becoming "better writers"

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