3 results for Andrew, Martin

  • Teaching and learning academic writing: Narratives of future destinations.

    Andrew, Martin; Romova, Zina (2014)

    Journal article
    Unitec

    Focus: Qualitative project relating content and form of AW portfolios to: Student ‘destinations’, ‘disciplinary communities’ and ‘imagined communities’ The need of more specificity in creating ‘disciplinary identities’ (Coffin, 2013) for ‘professional membership’ (Gunawardena & Wilson, 2012) The role of the ‘portfolio approach’ in engaging students with discourses needed for future destinations Target communities: SS develop abilities to write discourses aligned with present & future majors: Nursing, Business Studies, ECE, Computer Science, Communication, Medicine, Statistics, Social Practice 41 participants over 2 semesters, in 2 cohorts each semester: 18-39; 14M-27F; China, HK, Korea, Japan, Russia, Vietnam, Somalia, Ethiopia, Israel, Tonga, Nepal, Malaysia,

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  • Learning and assessing for future imagined communities: Academic writing texts within portfolios

    Romova, Zina; Andrew, Martin (2010-12)

    Conference paper
    Unitec

    How can first year, tertiary-level EAL academic writing programmes for adult learners use both portfolio assessment and emerging understandings about the importance of discourse community and imagined communities to target participant needs? This paper considers the value of portfolios as sites for practising membership of future imagined communities (Anderson, 1983; Kanno & Norton, 2003). Portfolios can achieve this through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2005). Teaching and learning via portfolio involves multi-drafting, where learners reflect on the learning of a text type characteristic of students’ future imagined communities. We begin with Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15) and outline a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. This approach is compatible with established research into the value of genre as a way of socialising learners to future discourse communities. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing (AW) at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). One of the key benefits identified was that the chance to produce and reproduce texts perceived as useful to the students’ immediate futures was reflected in the overall value of the portfolio-focussed academic writing programme.

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  • Embedding learning for future and imagined communities in portfolio assessment

    Romova, Zina; Andrew, Martin (2015-09-15)

    Journal article
    Unitec

    In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.

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