A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing

Authors

  • Zheng Zhang University of Western Ontario

DOI:

https://doi.org/10.20360/G27G6R

Keywords:

literacy, academic writing, Chinese international graduate students, epistemologies, writing support, nested model

Abstract

Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.

Author Biography

Zheng Zhang, University of Western Ontario

Zheng Zhang is a PhD candidate at the University of Western Ontario. She has extensive research interests including English academic writing, multimodal pedagogy, multiliteracies pedagogy in culturally and linguistically diverse backgrounds, and curriculum studies of international education and transnational education.

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Published

2011-06-27

How to Cite

Zhang, Z. (2011). A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing. Language and Literacy, 13(1), 39–59. https://doi.org/10.20360/G27G6R

Issue

Section

Articles