First-Year University Writing [electronic resource] : A Corpus-Based Study with Implications for Pedagogy /
Aull, L.author.
First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis. .
Description based upon print version of record.
Cover; Contents; List of Figures and Tables; Acknowledgments; 1 First-Year Writing Today; Introduction; Linguistic features in FY writing; The current focus of FY writing and the benefits of an alternative; What does FY writing focus on if not language-level patterns?; Why haven't FY writers learned certain academic discourse features before college?; What is the benefit of identifying language-levelpatterns in FY writing and modifying them to better match those of expert academic writing?; How can we identify language-level patterns of FY and expert writing?; Book chapter outline; Chapter 1
Chapter 2Chapter 3; Chapter 4; Chapter 5; Chapter 6; 2 Linguistic and Rhetorical Studies in English: A History and a (Genre-Based) Way Forward; Introduction; Institutionalizing English in the 19th-and 20th-century; 1800-1890: departmentalizing English; 1890-1910: the shift from rhetoric to written composition and the rise of literary studies; 1910-1950: expansions in higher education and the rise of linguistic science; 1950-1975: linguistic influences in FY writing instruction; 1975-today: the (separate) rise of rhetoric-composition and applied linguistics
A case study: English, linguistics, and rhetoric-composition at the University of MichiganContemporary genre studies; Genre studies in applied linguistics EAP; Genre studies in rhetoric and composition; Concluding remarks: toward a more linguistic and rhetorical approach to FY writing; 3 Context-Informed Corpus Linguistic Analysis of FY Writing; Introduction; Corpus linguistics and FY writing; Terms and tools for corpus linguistic analysis; Context-informed corpus linguistic analysis of FY writing; The FY corpus; The institutions; The FY essay prompts; Writing prompts in assessment research
Analysis: prompts, evidence, and scope in FY writingPrompts and types of evidence: use of self mentions; Prompts and point of departure: use of source text evidence; Concluding remarks: a FY genre; 4 Corpus Linguistic Analysis of Scope and Certainty in FY and Expert Writing; Introduction; Metadiscourse: academic writing as explicitly organized and interpersonal; Analysis of interpersonal metadiscourse: markers of argumentative certainty; Determining hedges and boosters for the analysis; Hedge and booster findings; Discussion of hedge and booster findings
Analysis of textual metadiscourse: markers of argumentative scopeScope marker features and findings; Scope in whole texts; Discussion of scope findings; Concluding remarks: studying the bounded nature of academic arguments; 5 Linguistically Informed Pedagogical Applications; Introduction; Parts of the chapter and using them in the classroom; Research informing the applications; Four elements of written academic arguments; Application 1: markers of caution and certainty; Application 2: markers of argumentative scope; Application 3: reformulation markers; Application 4: transition markers
Two assignments
Includes bibliographical references and indexes.
First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis. .
Language and languages—Study and teaching.
Linguistics.
Applied linguistics.
Creative writing.
Language Teaching.
Linguistics, general.
Applied Linguistics.
Creative Writing.