Using Corpus Results to Guide the Discourse-Based Interview: A Case Study of a Student Writer’s Awareness of Stance in Philosophical Argumentation

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

“…Instructors' clarity about the discourse choices they are looking for in disciplinary genres-those choices that, whether explicitly or implicitly, give students the ability to be recognized as successfully performing the genre-is central to providing students access to disciplinary genre knowledge. Scholarship by Zak Lancaster and Laura Aull examines some of the linguistic features that are valued in academic writing (Aull, 2015;Aull & Lancaster, 2014;Lancaster, 2014Lancaster, , 2016aLancaster, , 2016b; see also, Hyland, 2004), and this kind of linguistics or corpus-based research is valuable for unmasking the particularities of academic discourse for new students. This chapter demonstrates that classroom artifacts such as instructor and TA feedback, assignment rubrics, and model genres might be productive sites for highlighting the particular discourse choices instructors are looking for students to emulate.…”

“…Recently, scholars have engaged in similar methods to analyze student texts, highlighting some of the discursive features that show up in students' academic writing (Aull & Lancaster, 2014;Gere et al, 2013;Lancaster, 2014Lancaster, , 2016aLancaster, , 2016b. In addition, Mary Soliday (2011) and Laura Wilder (2012) have examined student learning with regard to discourse choices within discipline-specific genres.…”

Perspectives of Efl Doctoral Students on Challenges of Citations in Academic Writing

“…As Patton (1990) argues, the aim of interviewing participants is to explore their perspectives. Lancaster (2016) states that DBIs by Odell, Goswami, and Herrington (1983) are an effective research methodology that is used to explore writing choices in the performances of writers. In this aspect, Hyland advocates such interviews since they are able to capture the variations and regularities of the use of disciplinary language (Swales, 2013).…”

Discipline specificity and students’ English writing proficiency: A case of collaborative teaching for transfer

“…Basically, two common assumptions have permeated language practices in English for academic purposes (EAP) contexts: Students obtain academic writing skills quite easily, and they do it according to the expected norms (Whitehead, ). These beliefs are not always realized (Lancaster, ) because “most students find writing difficult and standards confusing” (Gimenez, , p. 151).…”