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Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature
Journal of Writing Research Pub Date : 2019-06-01 , DOI: 10.17239/jowr-2019.11.01.01
Raffaella Negretti , Spela Mezek

Apprenticeship in academic prose is a transformative experience (Hayot, 2014), and this paper investigates the development of self-regulation in three bachelor (BA) literature essay writers using the theoretical lens of participatory appropriation by Rogoff (1990, 2008), which seeks to explain how individuals undergo processes of development thanks to, and in interaction with, the social interaction. Students who learn to self-regulate towards concrete, achievable writing goals obtain higher levels of writing performance, i.e. text quality (Rogers & Graham, 2008; Graham, McKeown, Kiuhara & Harris, 2012; Graham & Perin, 2007). Metacognitive skills are integral to the development of genre knowledge and rhetorical effectiveness (Negretti, 2015). We thus investigate how interaction with a supervisor helps students orient themselves towards genre/discipline-relevant writing goals, how do they self-regulate towards these goals, how it helps students aligning with the stakeholders’ (the examiners) evaluation of the quality of writing. Data was collected through in-depth, qualitative interviews at three points in the term; interview data was also collected from the examiners after defense. Data was coded and analyzed in NVivo, using Pintrich’s (2004) heuristic. Results show that frequently students explicitly reported on or imagined the interaction with their supervisor: a sort of “dialogic think-aloud”. These dialogues often discussed genre-relevant aspects such as what the essay should aim for (genre goals) and what would be the expectations to meet (genre criteria), providing the basis for a variety of SR behaviors. Despite its limitations, this investigation responds to calls for context-sensitive inquiries of self-regulation and metacognition, were individual development is highlighted against the backdrop of the social context in which it is embedded (Azevedo 2009; Pieschl, 2009).

中文翻译:

参与式拨款是学术写作中自我调节的途径:以文学学士学位的三位作家为例

学术散文中的学徒制是一种变革性的经历(Hayot,2014年),本文使用Rogoff(1990年,2008年)的参与性占有的理论视角,研究了三名单身文学作家的自我调节的发展。解释由于社会互动并与之互动,个人如何经历发展过程。学会自我调节以实现具体可实现的写作目标的学生可以获得更高水平的写作表现,即文本质量(Rogers&Graham,2008; Graham,McKeown,Kiuhara&Harris,2012; Graham&Perin,2007)。元认知技能是体裁知识和修辞有效性发展不可或缺的部分(Negretti,2015)。因此,我们研究了与导师的互动如何帮助学生将自己定位为与体裁/学科相关的写作目标,他们如何对这些目标进行自我调节,如何帮助学生与利益相关者(考官)的写作质量评估保持一致。在学期中的三个阶段,通过深入,定性的访谈收集了数据;辩护后,还从检查员那里收集了访谈数据。使用Pintrich(2004)的启发式方法在NVivo中对数据进行编码和分析。结果表明,学生经常明确地报告或想象与导师的互动:一种“对话性的思想对话”。这些对话经常讨论与体裁相关的方面,例如论文的目标(体裁目标)以及达到的期望(体裁标准),为各种SR行为提供基础。尽管有其局限性,但这项调查还是回应了对自我调节和元认知的情境敏感查询的要求,如果个人发展在其嵌入的社会情境中得到强调(Azevedo 2009; Pieschl,2009)。
更新日期:2019-06-01
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