Processes of academic source-based writing in graduate school : a socio-pedagogical approach to students' interactions with source texts
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Kowkabi, Nasrin
issued: 2019-04-09T22:35:02Z
issued: 2019
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Source-based writing is replete with decisions about what to include from others’ work and how to include it. The processes of source selection and source integration are integral yet occluded aspects of writing from sources (Pecorari, 2006). Issues pertaining to appropriate versus inappropriate source use have been among the controversial topics of discussion among university students and instructors (e.g., as noted in Harwood & Petrić, 2011, and Shi, 2016), yet current scholarship is still in need of an explicit understanding of the process of source-based writing—in particular, among graduate-level students as emerging scholars in their fields. In light of such exigency and to better understand the source-based writing practices of student writers at graduate levels, my doctoral research project aimed at exploring the processes of source selection and source integration in the research-paper writing of eight domestic and international Master’s and PhD students in the field of education at a major Canadian university. Data included drafts of research papers students prepared as part of their course requirements, related source texts, three rounds of text-based interviews with students, and individual text-based interviews with their course instructors. Employing a socio-pedagogical approach by interweaving the conceptual frameworks of Community of Practice (Lave & Wenger, 1991), Forms of Capital (Bourdieu, 1991), and Dialogism (Bakhtin, 1986), this study provided the ground to cross-examine not only each participant’s writing progress over multiple drafts, but also to compare the practices of the Master’s and doctoral participants as they strived to join the expert dialogues in their communities through collecting acceptable forms of textual capital. Macro analyses of data depicted perspectives of participating graduate students toward source-based writing, their dilemmas and solutions in the process of source use, contributing factors to their problematic and/or …
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/69549
note: PROCESSES OF ACADEMIC SOURCE-BASED WRITING IN GRADUATE SCHOOL: A SOCIO-PEDAGOGICAL APPROACH TO STUDENTS’ INTERACTIONS WITH SOURCE TEXTS by Nasrin Kowkabi B.A., Shiraz Azad University, 2000 M.A., Shiraz State University, 2003 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Teaching English as a Second Language) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2019 © Nasrin Kowkabi, 2019 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Processes of Academic Source-Based Writing in Graduate School: A Socio-Pedagogical Approach to Students' Interactions with Source Texts submitted by Nasrin Kowkabi in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Teaching English as a Second Language Examining Committee: Dr. Ling Shi Supervisor Dr. Ryuko Kubota Supervisory Committee Member Dr. Margaret Early Supervisory Committee Member Dr. Anthony Paré University Examiner Dr. Beth Haverkamp University Examiner Dr. Yongyan Li External Examiner iii Abstract Source-based writing is replete with decisions about what to include from others’ work and how to include it. The processes of source selection and source integration are integral yet occluded aspects of writing from sources (Pecorari, 2006). Issues pertaining to appropriate versus inappropriate source use have been among the controversial topics of discussion among university students and instructors (e.g., as noted in Harwood & Petrić, 2011, and Shi, 2016), yet current scholarship is still in need of an explicit understanding of the process of source-based writing—in particular, among graduate-level students as emerging scholars in their fields. In light of such exigency and to better understand the source-based writing practices of student writers at graduate levels…
has type: Thesis/Dissertation
date issued: 2019-05
is shown at: 10.14288/1.0378061
language: eng
degree discipline: Teaching English as a Second Language
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/69549