The influence of writing conferences on EFL writing processes.

Lin Hin-Sze.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.Includes bibliographical references (leaves 154-160).Abstracts in English and Chinese.ABSTRACT --- p.iiACKNOWLEDGEMENTS --- p.vLIST OF TABLES AND FIGURES --- p.ixCHAPTERChapter 1 --- INTRODUCTION --- p.1Chapter 1.1 --- Background --- p.1Chapter 1.2 --- Dilemma --- p.3Chapter 1.3 --- Purpose --- p.4Chapter 1.4 --- Plan of Development --- p.5Chapter 2 --- LITERATURE REVIEW --- p.7Chapter 2.1 --- Feedback on Writing --- p.8Chapter 2.1.1 --- Written Comments --- p.9Chapter 2.1.2 --- Spoken Feedback --- p.13Chapter 2.1.3 --- Writing ConferencesChapter 2.2 --- Revisions --- p.20Chapter 2.2.1 --- Revisions: Definitions and Its Role --- p.20Chapter 2.2.2 --- The Development of Coding System in Revision Research --- p.24Chapter 2.3 --- Research Gap --- p.27Chapter 2.3.1 --- "Studies Based on Attitude, Perception and Impression" --- p.28Chapter 2.3.2 --- Studies Examining the Actual Discourse of Writing Conferences --- p.29Chapter 2.3.3 --- Studies Relating Conferences and Students' Revisions --- p.31Chapter 2.3.4 --- Studies Examining Second Language Learners --- p.32Chapter 2.3.5 --- Lack of Research Studies in EFL Contexts --- p.33Chapter 3 --- METHODOLOGY --- p.35Chapter 3.1 --- Settings --- p.35Chapter 3.2 --- Participants --- p.37Chapter 3.2.1 --- The Writing Tutors --- p.37Chapter 3.2.2 --- The Student Subjects --- p.38Chapter 3.3 --- Data Sources and Data Collection --- p.39Chapter 3.3.1 --- Questionnaires --- p.40Chapter 3.3.2 --- Writing Conference Interactions --- p.40Chapter 3.3.3 --- Tutors' Reports --- p.41Chapter 3.3.4 --- Students' Forms --- p.41Chapter 3.3.5 --- Students' Texts --- p.41Chapter 3.3.6 --- Interviews --- p.43Chapter 3.4 --- Data Analysis --- p.43Chapter 3.4.1 --- Conference Data Analysis --- p.44Chapter 3.4.2 --- Analysis of Revisions of Writings --- p.45Chapter 4 --- DISCOURSE ANALYSIS OF WRITING CONFERENCES --- p.47Chapter 4.1 --- Introduction --- p.47Chapter 4.2 --- The Coding System --- p.48Chapter 4.2.1 --- Development of an Integrated Coding System for Writing Conference Interactions --- p.48Chapter 4.2.1.1 --- "Davis, Hayward, Hunter and Wallace (1989)" --- p.48Chapter 4.2.1.2 --- Sperling (1989) --- p.49Chapter 4.2.1.3 --- Newkirk (1995) --- p.50Chapter 4.2.1.4 --- Walker & Elias (1987) and Walker (1992) --- p.51Chapter 4.2.2 --- Application --- p.56Chapter 4.2.3 --- Evaluation --- p.61Chapter 4.3 --- An Overview of the Results and Findings --- p.61Chapter 4.4 --- The Structure of Writing Conferences in the EFL Context --- p.62Chapter 4.4.1 --- The Overall Structure --- p.62Chapter 4.4.2 --- Inform --- p.63Chapter 4.4.3 --- Elicitation --- p.67Chapter 4.4.4 --- Reread --- p.72Chapter 4.4.5 --- Elaboration --- p.74Chapter 4.4 --- The Function of Writing Conference Talk in the EFL Context --- p.76Chapter 4.5.1 --- The Higher Frequency Categories --- p.77Chapter 4.5.1.1 --- Marker --- p.78Chapter 4.5.1.2 --- Explanation --- p.81Chapter 4.5.1.3 --- Knowledge on Revision --- p.86Chapter 4.5.2 --- The Low Frequency Categories --- p.89Chapter 4.5.2.1 --- Preliminary --- p.89Chapter 4.5.2.2 --- Requests --- p.91Chapter 4.5.2.3 --- In-conference Revisions --- p.91Chapter 5 --- STUDENTS' REVISION BEHAVIOR --- p.93Chapter 5.1 --- Overview of Results and Findings --- p.93Chapter 5.2 --- Comparison Across the Papers --- p.96Chapter 5.3 --- Types of revisions --- p.99Chapter 5.3.1 --- Surface Changes --- p.100Chapter 5.3.2 --- Meaning Changes --- p.102Chapter 5.4 --- Types of revision operations --- p.106Chapter 5.4.1 --- The Most Frequently Employed Operation 一 Addition --- p.110Chapter 5.4.2 --- The Least Frequently Employed Operations --- p.113Chapter 6 --- THE LINK BETWEEN WRITING CONFERENCES AND REVISIONS --- p.119Chapter 6.1 --- Students' Revision Activities --- p.119Chapter 6.1.1 --- Revision that Can Be Traced back to Conferences --- p.119Chapter 6.1.2 --- Suggestions in Conferences that Did Not Result in Actual Revision --- p.121Chapter 6.1.3 --- Revision that Cannot Be Traced back to Conferences --- p.128Chapter 6.2 --- The Structure of the Successful Conferences --- p.132Chapter 6.2.1 --- Tutors' and Students' Talk --- p.133Chapter 6.2.2 --- The structural categories --- p.136Chapter 6.3 --- The Function of Conference Talk in the Successful Conferences --- p.137Chapter 7 --- CONCLUSION --- p.143Chapter 7.1 --- Discourse Analysis of EFL Writing Conferences --- p.144Chapter 7.1.1 --- Allocation of Talk --- p.144Chapter 7.1.2 --- The Focus of Writing Conferences --- p.145Chapter 7.2 --- Students Revising Processes and the Relationship with the Writing Conferences --- p.146Chapter 7.3 --- "Strengths, Weakness and Limitations of the Study" --- p.148Chapter 7.4 --- Implications and Recommendations --- p.151Chapter 7.5 --- Contribution to this Field --- p.151REFERENCES --- p.154APPENDICES --- p.161Appendix 1 Exempt Protocol For Using Human Subjects in Research --- p.162Appendix 2 Consent Form for Student Subjects --- p.166Appendix 3 Consent Form for Writing Tutors --- p.167Appendix 4 Transcripts of Writing Conferences --- p.168Appendix 5 Initial and Subsequent Drafts of Students' Writings --- p.27