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Turning the spotlight to international students’ internal negotiations: critical thinking in academic writing
The case study reported in this chapter explores how four Chinese and Vietnamese international students from two disciplines, Economics and Education, mediated their ways of displaying critical thinking in disciplinary writing at an Australian university. It draws on a modified version of Lillis’s (2001) heuristic and positioning theory (Harre´ & van Langenhove, 1999) for the interpretation of students’ writing practices within an institutional context. The study includes four talks around texts, which engage the students in an exploration of their practices in demonstrating their critical thinking in their first texts at the university, and four in-depth interviews six months later, which aim to examine how students negotiated their writing practices as they progressed through their course.
History
Title of book
Voices, identities, negotiations, and conflicts: writing academic English across culturesSeries
Studies in writingChapter number
4Pagination
59 - 74Publisher
Emerald Group PublishingPlace of publication
Bingley, EnglandPublisher DOI
ISSN
1572-6304ISBN-13
9780857247193Language
engNotes
Reproduced with the kind permission of the copyright owner. This article is © Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.Publication classification
B1.1 Book chapterCopyright notice
2011, Emerald Group PublishingExtent
11Editor/Contributor(s)
L Phan, B BaurainUsage metrics
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