Overview

That many overseas university students whose first language is not English lack adequate proficiency in formal academic English has become an issue of growing concern.

This timely study examines the writing strategies used by three Chinese post-graduate students while writing academic papers in English.

Similarities and differences between the L2 and L1 writing processes are explored and a major hindrance to acculturating into the target academic discourse community is found to be a background of reader-responsibility which is regarded as a crucial feature in Eastern rhetoric and is distinguished from writer-responsibility in English rhetoric.

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Table of Contents

Introduction

• Statement of the Problem
• Possible Reasons for the Problem
• Focus of the Study
• Framework of the Conceptualisation
• Definition of Terms
• Significance of the Study
• Structure of the Thesis

Literature Review

• Theories Associated with L2 Writing Strategies
• Research into L2 Writing Strategies
• Chinese Writing Strategies and English Writing Strategies
• Studies on L2 Writing Strategies of Chinese Students

Methodology

• Conceptual Framework
• Justification for Qualitative Hermeneutic Multi-case Study
• Data Collection Techniques
• Small-scale Pilot Study
• Main Study
• Some Other Considerations

The Case of Ally

• Rhetorical Strategies
• Metacognitive Strategies
• Cognitive Strategies
• Communicative Strategies
• Social/affective Strategies

The Case of Susan

• Rhetorical strategies
• Metacognitive Strategies
• Cognitive Strategies
• Communicative Strategies
• Social/affective Strategies

The Case of Roger

• Rhetorical Strategies
• Metacognitive Strategies
• Cognitive Strategies
• Communicative Strategies
• Social/affective Strategies

Discussion

• Writing Strategies
• Similar Process or Different Process
• Positive Transfer or Negative Transfer
• Reader-responsibility or Writer-responsibility

Conclusion

• Brief Summary of Findings
• Implications for L2 Writing Theory
• Implications for Further Research
• Implications for the Teaching of L2 Writing

Appendices

• Information Sheet
• Consent Form
• Preliminary Questionnaire
• Semi-structured Interview Schedule
• Post-writing Discussion Questions
• List of L2 Writing Studies
• Sample of Categorisation
• Responses to the Questionnaire Made by the Three Participants