Writing and Learning in Cross-national Perspective
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academic literacy development
Academic Track Secondary School
Antoinette Cloete
BAC Exam
Category=CFD
Christiane Donahue
comparative education research
cross-cultural academic writing studies
David R. Russell
Davidavid R. Rllusseu
De Rosnay
disciplinary writing practices
EAP Course
Education System
educational transitions analysis
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Explicit Connectors
Faculty Student Relations
French Students
General Writing Courses
General Writing Instruction
High School Chinese
High School Writing
IEA Study
Imperial Civil Service
Imperial Civil Service Examination
Kenyan Students
Mary Nyambura Muchiri
Mary Scott
multilingual writing pedagogy
National Library
Novice Undergraduates
Rob Moore
Single Truth Account
student
student authorship agency
Student Writing
Suellen Shay
university
University Entrance Exam
University Writing
West Germany
Write Seminar Papers
Writing Development
Xiao-ming Li
Product details
- ISBN 9781138437753
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 12 Jul 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Despite the increasingly global implications of conversations about writing and learning, U.S. composition studies has devoted little attention to cross-national perspectives on student writing and its roles in wider cultural contexts. Caught up in our own concerns about how U.S. students make the transition as writers from secondary school to postsecondary education, we often overlook the fact that students around the world are undergoing the same evolution. How do the students in China, England, France, Germany, Kenya, or South Africa--the educational systems represented in this collection--write their way into the communities of their chosen disciplines? How, for instance, do students whose mother tongue is not the language of instruction cope with the demands of academic and discipline-specific writing? And in what ways is U.S. students' development as academic writers similar to or different from that of students in other countries? With this collection, editors David Foster and David R. Russell broaden the discussion about the role of writing in various educational systems and cultures. Students' development as academic writers raises issues of student authorship and agency, as well as larger issues of educational access, institutional power relations, system goals, and students' roles in society. The contributors to this collection discuss selected writing purposes and forms characteristic of a specific national education system, describe students' agency as writers, and identify contextual factors--social, economic, linguistic, cultural--that shape institutional responses to writing development. In discussions that bookend these studies of different educational structures, the editors compare U.S. postsecondary writing practices and pedagogies with those in other national systems, and suggest new perspectives for cross-national study of learning/writing issues important to all educational systems. Given the worldwide increase in students en
