Learning Opportunities of English Academic Writing: Chronotopic Analysis of Narrative Practices in a Graduate English for Academic Purposes Course

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-8 - Professional Literacies: College, Academic, and Scientific Writing

Abstract

This study explores how learning opportunities can be constructed from the narrative practices of graduate students’ self-positioning in an EAP writing classroom. A major premise is that time is socially constructed by teachers and students. Data was collected using ethnographic methods including participant observation and video recordings of each classroom. Data analysis involved transcribing the video recorded events, identifying time and space when they are acting and reacting to each other through narrative practices. Thereby, this paper looks into how learning opportunities are socially constructed to make the most use of the academic English writing course for their needs. The findings have implications for reconceptualizing the ESL writing course based on their experiences and learning opportunities across time and space.

Author

• Jungmin Joanne Lee, The Ohio State University - Columbus