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ERIC Number: EJ868849
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1345-8353
Task Representation and Text Construction in Reading-to-Write
Cheng, Fei-Wen
Journal of Pan-Pacific Association of Applied Linguistics, v13 n2 p1-21 2009
Students' interpretations of their academic writing tasks has been a central concern in the cognitive-based writing research due to the prominent role such decision-making plays in determining students' subsequent thinking and composing strategies and ultimately in shaping their textual quality. Without a comprehensive understanding of how L2 students interpret the writing task, ESL/EFL writing instructors may not know the sources of various writing problems in students' written texts and hence, may not be able to develop appropriate writing pedagogy. The present study attempts to address this research gap by studying the interpretive process of three high ability college seniors as composing a source-based academic assignment. The findings show that all the participants have different representations of the assigned task. Two of them were less able to make sense of the requirements of such a writing task as expected in the academic community and consequently failed to use the assigned readings as required although they did understand the basic format associated with this task type and had received prior instruction on reading-based writing. First language culture may have affected how they constructed the writing task for themselves as inferring and eliciting the information specified in the writing prompt. (Contains 3 tables.)
Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://www.paal.kr/journal/journal.asp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A