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Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners: the discoursal self of G1.5 student writers

Connerty, Mary C. (2009)
Ph.D. thesis, University of Birmingham.

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This thesis appears in three parts: Modules I, II, & III. The purpose of these units was to argue that Generation 1.5 (G1.5) learners are a distinct group of English language learners with unique ways of representing themselves in academic writing, and to identify those salient linguistic differences among G1.5, traditional ESL, and NS student writers. Using multiple methodologies, the text explores the discourse patterns of G1.5 students in their academic writing. Elements in each section include: Module I: o A discussion and literature review of research on Generation 1.5 students and design criteria for an extended corpus study. Module II: o A pilot study of early results from a corpus study comparing G1.5, ESL, and NES student academic writing, with a focus of pronoun and modal use. Module III: o A study involving surveys and interviews to evaluate what both students and instructors consider good academic writing and expect of student essays. o Corpus data from G1.5, ESL, and NS student corpora to determine lexicogrammatical and syntactic patterns in G1.5 student writers and how they differ from both ESL and NS students. Salient features are analyzed using a framework where features are mapped onto an adapted version of Halliday‘s (2004) three macrofunctions of language, allowing for an analysis of semantic and lexico-grammatical features in terms of ideational, interpersonal, and textual positioning. o Case studies of three essays to test corpus results and a framework of selfrepresentation against individual performance. The resulting text concludes that G1.5 students‘ self-representation in writing is distinct from other student writers, and manifests in their semantic choices, narrative style, and elements of a hybrid of academic and personal/interpersonal writing.

Type of Work:Ph.D. thesis.
Supervisor(s):Hunston, Susan (1953-)
School/Faculty:Colleges (2008 onwards) > College of Arts & Law
Keywords:Applied linguistics, second language acquisition, corpus linguistics, generation 1.5, ESL, EFF, ELL, college composition, academic writing, second language writing, composition, case studies, writing assessment, identity in writing, self-representation, interpersonal positioning, ideational positioning, discourse analysis, writing pedagogy, Halliday, Hunston, Hyland, Kennedy, Bakhtin
Subjects:P Philology. Linguistics
Institution:University of Birmingham
ID Code:274
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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