ERIC Number: EJ986638
Record Type: Journal
Publication Date: 2012-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-1585
EISSN: N/A
Effects of an Efficacy-Focused Approach to Academic Writing on Students' Perceptions of Themselves as Writers
Van de Poel, Kris; Gasiorek, Jessica
Journal of English for Academic Purposes, v11 n4 p294-303 Dec 2012
To become a successful participant in the community of their academic discipline, students must learn this community's communicative currency: the norms, standards, procedures, and linguistic forms that constitute academic discourse. However, it is rare for a discipline's expectations and requirements to be overtly discussed or taught, despite the fact that research has demonstrated that there is a persistent gap between staff and student expectations and standards in this domain. In this article, we focus on academic writing, one component of academic discourse. Specifically, we consider the effects of an efficacy-focused teaching approach (actively targeting students' knowledge, skills, and related affect) on S/FL English language and literature students' (self-reported) knowledge of what constitutes academic writing, their comfort discussing it, and the role this has in their perceptions of themselves as writers. We conclude by discussing the implications of these findings for learning and teaching in the area of academic writing. (Contains 3 tables.)
Descriptors: Intellectual Disciplines, Academic Discourse, Writing Instruction, Student Attitudes, Self Concept, Writing (Composition), Writing Skills, Teaching Methods, English (Second Language), Second Language Learning, Literature
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A