國立高雄大學圖資館 |

登入

回首頁

Voices on the landscape :Reconceptualizing plagiarism, voice appropriation, and academic competence in ESL freshman composition

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Voices on the landscape :
其他題名:	Reconceptualizing plagiarism, voice appropriation, and academic competence in ESL freshman composition
作者:	Ouellette, Mark A.
面頁冊數:	275 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0866.
附註:	Supervisor: Nancy H. Hornberger.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Language and Literature.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125885
ISBN:	0496731742

Voices on the landscape :Reconceptualizing plagiarism, voice appropriation, and academic competence in ESL freshman composition
Ouellette, Mark A.

Voices on the landscape :Reconceptualizing plagiarism, voice appropriation, and academic competence in ESL freshman composition [electronic resource] - 275 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0866.

Thesis (Ph.D.)--University of Pennsylvania, 2004.

Non-native English speaking writers are frequently identified as plagiarizers because of their perceived failure to achieve academic competence with regard to voice appropriation and because of the linguistic and cultural differences they bring to composition classrooms. Yet, for many of these writers, plagiarism is a problematic cultural, social, and historical construct related to a western ideology of authorship, individual property, and identity. Since much scholarly literature has neglected to account for these challenges, this study looks to a broader cultural and social framework for understanding how these writers achieve this aspect of academic competence through classroom literacy events. This study poses the following research questions with regard to these writers: (1) What voices do these writers appropriate in their essays? (2) What role does the composition classroom play in these writers' acquisition of academic competence with regard to voice appropriation? and (3) In what ways does participation in classroom literacy events construct a larger context for biliterate development among these writers? Employing both the ethnography of communication and a Bakhtin-inspired discourse analysis, this study examines verbal and written interaction on the part of 12 NNS writers and their teacher in a sheltered ESL freshman composition classroom. In this way, the study is able to achieve an expanded Hymesian account of what it means to achieve academic competence in this particular classroom context, as well as an increasingly broader account of the discourses on which these writers and their teacher rely in their efforts to achieve such competence. The findings in this study reveal that NNS writers are actively engaged in appropriating multiple voices from different discourses both in their essays and during classroom literacy events and that such engagement allows them to draw upon particular micro and macro discursive spaces in their construction of an emerging academic discourse. Implications for future research in the field of composition studies and for teaching practice within the composition classroom are further discussed.

ISBN: 0496731742Subjects--Topical Terms:

227624
Education, Language and Literature.

Voices on the landscape :Reconceptualizing plagiarism, voice appropriation, and academic competence in ESL freshman composition
LDR:03263nmm _2200289 _450 001 162483
005 20051017073451.5
008 230606s2004 eng d
020 $a 0496731742
035 $a 00148984
035 $a 162483
040 $a UnM $c UnM
100 0 $a Ouellette, Mark A. $3 227623
245 1 0 $a Voices on the landscape : $b Reconceptualizing plagiarism, voice appropriation, and academic competence in ESL freshman composition $h [electronic resource]
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0866.
500 $a Supervisor: Nancy H. Hornberger.
502 $a Thesis (Ph.D.)--University of Pennsylvania, 2004.
520 # $a Non-native English speaking writers are frequently identified as plagiarizers because of their perceived failure to achieve academic competence with regard to voice appropriation and because of the linguistic and cultural differences they bring to composition classrooms. Yet, for many of these writers, plagiarism is a problematic cultural, social, and historical construct related to a western ideology of authorship, individual property, and identity. Since much scholarly literature has neglected to account for these challenges, this study looks to a broader cultural and social framework for understanding how these writers achieve this aspect of academic competence through classroom literacy events. This study poses the following research questions with regard to these writers: (1) What voices do these writers appropriate in their essays? (2) What role does the composition classroom play in these writers' acquisition of academic competence with regard to voice appropriation? and (3) In what ways does participation in classroom literacy events construct a larger context for biliterate development among these writers? Employing both the ethnography of communication and a Bakhtin-inspired discourse analysis, this study examines verbal and written interaction on the part of 12 NNS writers and their teacher in a sheltered ESL freshman composition classroom. In this way, the study is able to achieve an expanded Hymesian account of what it means to achieve academic competence in this particular classroom context, as well as an increasingly broader account of the discourses on which these writers and their teacher rely in their efforts to achieve such competence. The findings in this study reveal that NNS writers are actively engaged in appropriating multiple voices from different discourses both in their essays and during classroom literacy events and that such engagement allows them to draw upon particular micro and macro discursive spaces in their construction of an emerging academic discourse. Implications for future research in the field of composition studies and for teaching practice within the composition classroom are further discussed.
590 $a School code: 0175.
650 # 0 $a Education, Language and Literature. $3 227624
650 # 0 $a Education, Bilingual and Multicultural. $3 212775
650 # 0 $a Language, Linguistics. $3 212724
690 $a 0279
690 $a 0282
690 $a 0290
710 0 # $a University of Pennsylvania. $3 212781
773 0 # $g 65-03A. $t Dissertation Abstracts International
790 $a 0175
790 1 0 $a Hornberger, Nancy H., $e advisor
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://libsw.nuk.edu.tw/login?url=http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125885 $z http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125885