NEGOTIATING INTO ACADEMIC DISCOURSES: TAIWANESE AND U.S. COLLEGE STUDENTS IN RESEARCH WRITING

  • Yichun Liu
  • Xiaoye You
Keywords: academic writing, social sciences, students’ negotiation, rhetorical traditions, metacognition, literature review

Abstract

Cross-national, or cross-cultural, studies of academic writing have moved beyond contrastive rhetoric’s textual focus to broad concerns of students’ first-and second-language literacy development. However, we remain in the dark as to how, in a micro view, students initiate into academic discourses in cross-national contexts. Situating our study in first-year writing courses in a Taiwanese and a U.S. university, we examined students’ negotiation acts when they struggled to enter into social science discourses. Our study reveals that students in both institutions negotiated with academic writing at metacognitive, textual, and contextual levels. They brought rhetorical values, such as writing as a display of knowledge or writing grounded in evidential research, into their writing that they acquired in high school. Further, teachers’ expectations, their new perceptions of research and writing, and their dreams and experiences all came into play in their writing.

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Author Biographies

Yichun Liu
Foreign Language Center of National Chengchi University Taipei Taiwan
Xiaoye You
The Pennsylvania State University
How to Cite
Liu, Y., & You, X. (1). NEGOTIATING INTO ACADEMIC DISCOURSES: TAIWANESE AND U.S. COLLEGE STUDENTS IN RESEARCH WRITING. International Journal of English Studies, 8(2), 152-172. Retrieved from https://revistas.um.es/ijes/article/view/49211