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A staircase model for teaching grammar for EAP writing in the IEP: freshman composition and the noun phrase

Bennett, Gena R. (2011)
Ph.D. thesis, University of Birmingham.

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Abstract

The interface of corpus linguistics and second language writing has led to extensive corpus-based research focusing on a description of academic writing. The overwhelming majority of this research, however, has focused on scholarly writing, which may not be a valid model for novice writing. This thesis proposes the teaching of second language writing should be informed by a staircase model of writing progression which aims instruction at the level of student writing. For English for academic purposes writers in intensive English programs, this target is first year undergraduate writing, specifically freshman composition as it is taught in North American higher education contexts. This study specifically compares the frequency of the noun phrase in freshman composition writing and scholarly writing with two main aims: to provide empirical evidence of the differences between the two levels of writing and to contribute to a description of freshman composition writing. The findings from this comparison clearly demonstrate that noun phrases in both levels of writing employ a discernible pattern, and there are distinct differences between those patterns. A critical need form pedagogical materials to focus more on phrasal structures in general, but especially nounphrases, is evident.

Type of Work:Ph.D. thesis.
School/Faculty:Colleges (2008 onwards) > College of Arts & Law
Department:School of English, Drama, and American and Canadian Studies, Department of English
Subjects:P Philology. Linguistics
PE English
Institution:University of Birmingham
ID Code:2972
This unpublished thesis/dissertation is copyright of the author and/or third parties.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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