Cultures of writing: an ethnographic investigation of the composing processes of two EFL secondary school learners.

Cheung Wai-jee.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.Includes bibliographical references (leaves 152-159).Abstracts in English and Chinese.ABSTRACT (English version) --- p.iABSTRACT (Chinese version) --- p.iiACKNOWLEGEMENTS --- p.iiiTABLE OF CONTENTS --- p.ivLIST OF TABLES --- p.ixLIST OF FIGUERS --- p.xChapter CHAPTER 1 - --- INTRODUCTION --- p.1Chapter 1.1 --- Overview --- p.1Chapter 1.2 --- Background of process writing and pedagogical approaches to writing in Hong Kong --- p.1Chapter 1.3 --- A deficit? --- p.4Chapter 1.4 --- Rationale and significance of the study --- p.4Chapter 1.5 --- Overall objective of the study and research questions --- p.5Chapter 1.6 --- Organisation of the thesis --- p.6Chapter CHAPTER 2 - --- LITERATURE REVIEW --- p.9Chapter 2.1 --- Overview --- p.9Chapter 2.2 --- Review of ESL/EFL writing research --- p.9Chapter 2.2.1 --- Early ESL/ EFL writing research in NES context --- p.9Chapter 2.2.1.1 --- Audio-lingual method --- p.10Chapter 2.2.1.2 --- Controlled writing --- p.11Chapter 2.2.1.3 --- Guided writing --- p.11Chapter 2.2.1.4 --- Product-based approach --- p.12Chapter 2.2.2 --- A paradigm shift? --- p.13Chapter 2.2.3 --- The process writing movement and its implementation in ESL/EFL writing classrooms --- p.15Chapter 2.2.3.1 --- The process writing movement --- p.15Chapter 2.2.3.2 --- Process writing in ESL/EFL writing classrooms --- p.16Chapter 2.3 --- Current research trends in ESL/EFL writing research field --- p.18Chapter 2.3.1 --- The case-study research approach --- p.18Chapter 2.3.2 --- The social nature of writing --- p.20Chapter 2.3.3 --- Ethnographic research and composing processes --- p.20Chapter 2.4 --- How the development of ESL/EFL writing research influences the present study --- p.22Chapter 2.4.1 --- The social-interactive nature of writing --- p.22Chapter 2.4.2 --- A false dichotomy between product-and process-oriented research --- p.23Chapter 2.4.2.1 --- Continuous recursiveness of process toward a content- oriented perspective --- p.25Chapter 2.4.2.2 --- Learner-centered writing pedagogy --- p.26Chapter 2.5 --- Review of writing pedagogies in Hong Kong secondary school context --- p.27Chapter 2.5.1 --- Teaching writing in typical Hong Kong classrooms --- p.27Chapter 2.5.2 --- Implementation of process writing in Hong Kong context --- p.29Chapter 2.6 --- Research gaps --- p.31Chapter 2.6.1 --- The influence of students' self-perceptions of language proficiency on their writing abilities --- p.31Chapter 2.6.2 --- The influences of different writing contexts on students' composing processes --- p.33Chapter 2.7 --- Chapter summary --- p.35Chapter CHAPTER 3 - --- METHODOLOGY --- p.37Chapter 3.1 --- Overview --- p.37Chapter 3.1.1 --- Orientation --- p.37Chapter 3.1.2 --- Caveat --- p.37Chapter 3 2 --- Review of ethnographic research approach --- p.38Chapter 3.2.1 --- Defining It as a descriptive research approach --- p.38Chapter 3.2.2 --- Origins of ethnography in anthropology --- p.40Chapter 3.2.3 --- Evolution of educational ethnographic research --- p.41Chapter 3.2.4 --- The move to ethnographic approach in writing research --- p.43Chapter 3.2.5 --- Summary --- p.45Chapter 3.3 --- Overall research design of the study and research questions --- p.45Chapter 3.3.1 --- Research design of the present study --- p.45Chapter 3.3.2 --- Research questions --- p.46Chapter 3.4 --- Some design considerations of interpretive way of inquiry --- p.47Chapter 3.4.1 --- Cultural elements --- p.47Chapter 3.4.2 --- Naturalistic setting --- p.48Chapter 3.4.3 --- Role of the researcher --- p.49Chapter 3.4.4 --- Subjectivity versus objectivity --- p.50Chapter 3.5 --- Selection of subjects for the study --- p.51Chapter 3.5.1 --- Description of subjects --- p.51Chapter 3.5.2 --- Why these two student writers? --- p.53Chapter 3.6 --- Procedures of the study and data collection --- p.53Chapter 3.6.1 --- Procedures of the study --- p.53Chapter 3.6.2 --- Data collection --- p.55Chapter 3.6.3 --- Justifications of research instruments used in the study --- p.59Chapter 3.6.3.1 --- Questionnaire --- p.59Chapter 3.6.3.2 --- Semi-structured interviewing --- p.59Chapter 3.6.3.3 --- Journal keeping --- p.60Chapter 3.7 --- Data Analysis --- p.61Chapter CHAPTER 4 - --- DESCRIPTION OF THE STUDENT WRITERS: PERCEPTIONS AND ATTITUDES --- p.62Chapter 4.1 --- Overview --- p.62Chapter 4.2 --- Agnes: Description of a high-investment student writer --- p.63Chapter 4.2.1 --- Agnes's writing experience in her school --- p.63Chapter 4.2.2 --- Agnes's perception regarding writing experience in school --- p.67Chapter 4.2.3 --- Agnes's perception regarding her writing ability --- p.68Chapter 4.2.4 --- Agnes's expectation regarding English writing --- p.73Chapter 4.3 --- Starberry: Description of a low-investment student writer --- p.75Chapter 4.3.1 --- Starberry's writing experience in her school --- p.75Chapter 4.3.2 --- Starberry's perception regarding writing experience in school --- p.82Chapter 4.3.3 --- Starberry's perception regarding her writing ability --- p.84Chapter 4.3.4 --- Starberry's expectation regarding English writing --- p.87Chapter 4.4 --- Chapter summary --- p.89Chapter CHAPTER 5- --- ANALYSIS OF THE STUDENT WRITERS' COMPOSING PROCESSES: THE STUDENTS' WRITTEN TEXTS --- p.90Chapter 5.1 --- Overview --- p.90Chapter 5.2 --- Description of the composing processes of Agnes --- p.91Chapter 5.2.1 --- Choosing the writing topic --- p.92Chapter 5.2.2 --- Searching for relevant materials and getting started to write --- p.95Chapter 5.2.3 --- Composing the essay --- p.98Chapter 5.2.4 --- Revising and evaluating the task --- p.101Chapter 5.3 --- Description of the composing processes of Starberry --- p.104Chapter 5.3.1 --- Choosing the writing topic --- p.106Chapter 5.3.2 --- Searching for relevant materials and getting started to write --- p.107Chapter 5.3.3 --- Composing the essay --- p.109Chapter 5.3.4 --- Revising and evaluating the task --- p.110Chapter 5.4 --- Chapter summary --- p.112Chapter CHAPTER 6 - --- ANALYSIS OF THE WRITING CONTEXTS AND THEIR INFLUENCES ON THE COMPOSING PROCESSES --- p.114Chapter 6.1 --- Overview --- p.114Chapter 6.2 --- Orientation of writing context and its relationship with composing processes --- p.115Chapter 6.3 --- A general description of the school writing context and its influences on students' composing processes --- p.116Chapter 6.3.1 --- Overview --- p.116Chapter 6.3.2 --- Institutional variables and concerns of teacher and student in a typical Hong Kong secondary writing classroom --- p.117Chapter 6.3.3 --- Individual perceptions of classroom environment on the composing processes --- p.120Chapter 6.3.4 --- A rush hour: Influence of time limit on the composing processes --- p.122Chapter 6.3.5 --- Approaches for writing in school --- p.124Chapter 6.3.6 --- Teacher intervention as a part of the writing environment --- p.125Chapter 6.4 --- A general description of the home writing context and its influences on students' composing processes --- p.129Chapter 6.4.1 --- Overview --- p.129Chapter 6.4.2 --- Individual perceptions of home environment on the composing processes --- p.130Chapter 6.4.3 --- A relaxing moment: Influence of time autonomy on the composing processes --- p.132Chapter 6.4.4 --- Approaches for writing at home --- p.134Chapter 6.4.5 --- Teacher-as-collaborator in the writing environment --- p.135Chapter 6.5 --- Students' interpretations of an ideal writing context --- p.137Chapter 6.6 --- Chapter summary --- p.138Chapter CHAPTER 7- --- CONCLUSION AND RECOMMENDATIONS --- p.139Chapter 7.1 --- Summary of findings --- p.139Chapter 7.1.1 --- Product writing dominates the school writing context --- p.141Chapter 7.1.2 --- Teacher intervention in the composing processes --- p.143Chapter 7.1.3 --- Lack of process writing elements introduced --- p.146Chapter 7.2 --- Pedagogical implications --- p.147Chapter 7.2.1 --- Implications for student writers --- p.148Chapter 7.2.2 --- Implications for writing teachers --- p.148Chapter 7.3 --- Recommendations for further research --- p.150REFERENCES --- p.152APPENDICES --- p.160Appendix A. Overview of Native English Speaker (NES) Writing Research --- p.160Appendix B. Parental Informed Consent Letter --- p.171Appendix C. Teacher Consent Letter --- p.172"Appendix D. Communication Triangle: A Dynamic Relationship among Writer, Reader and Subject" --- p.173Appendix E. Aims and Purposes of Writing --- p.174Appendix F. Expressive Aim Writing: An Overview --- p.176Appendix G. Home Writing Task 1: Personal Experience --- p.186Appendix H. Home Writing Task 2: People --- p.188Appendix I. Review Sheets --- p.189Appendix J. Background Questionnaire --- p.193Appendix K. Pre-study Interview --- p.199Appendix L. Teacher Interview --- p.200Appendix M. Teacher Interview Questions --- p.201Appendix N. Academic-history Interview --- p.202Appendix O. Keeping a Writing Journal --- p.203Appendix P. Student Writing Portfolio (Content Sample) --- p.207Appendix Q. Two Students' Written Texts and Notes --- p.208Appendix R. Two Students' Journal Entries --- p.274Appendix S. Two Students' Retrospective Reports --- p.314Appendix T. Transcripts of Interviews --- p.32