MARC 主機 00000nam 2200000 a 4500
001 AAI3125885
005 20051017073451.5
008 051017s2004 s eng d
020 0496731742
035 (UnM)AAI3125885
040 UnM|cUnM
100 1 Ouellette, Mark A
245 10 Voices on the landscape: Reconceptualizing plagiarism,
voice appropriation, and academic competence in ESL
freshman composition|h[electronic resource]
300 275 p
500 Source: Dissertation Abstracts International, Volume: 65-
03, Section: A, page: 0866
500 Supervisor: Nancy H. Hornberger
502 Thesis (Ph.D.)--University of Pennsylvania, 2004
520 Non-native English speaking writers are frequently
identified as plagiarizers because of their perceived
failure to achieve academic competence with regard to
voice appropriation and because of the linguistic and
cultural differences they bring to composition classrooms.
Yet, for many of these writers, plagiarism is a
problematic cultural, social, and historical construct
related to a western ideology of authorship, individual
property, and identity. Since much scholarly literature
has neglected to account for these challenges, this study
looks to a broader cultural and social framework for
understanding how these writers achieve this aspect of
academic competence through classroom literacy events.
This study poses the following research questions with
regard to these writers: (1) What voices do these writers
appropriate in their essays? (2) What role does the
composition classroom play in these writers' acquisition
of academic competence with regard to voice appropriation?
and (3) In what ways does participation in classroom
literacy events construct a larger context for biliterate
development among these writers? Employing both the
ethnography of communication and a Bakhtin-inspired
discourse analysis, this study examines verbal and written
interaction on the part of 12 NNS writers and their
teacher in a sheltered ESL freshman composition classroom.
In this way, the study is able to achieve an expanded
Hymesian account of what it means to achieve academic
competence in this particular classroom context, as well
as an increasingly broader account of the discourses on
which these writers and their teacher rely in their
efforts to achieve such competence. The findings in this
study reveal that NNS writers are actively engaged in
appropriating multiple voices from different discourses
both in their essays and during classroom literacy events
and that such engagement allows them to draw upon
particular micro and macro discursive spaces in their
construction of an emerging academic discourse.
Implications for future research in the field of
composition studies and for teaching practice within the
composition classroom are further discussed
590 School code: 0175
650 4 Education, Language and Literature
650 4 Education, Bilingual and Multicultural
650 4 Language, Linguistics
690 0279
690 0282
690 0290
710 20 University of Pennsylvania
773 0 |tDissertation Abstracts International|g65-03A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=3125885
912 PQDT
