Toward a Paraphrase Pedagogy for Multilingual Writers: Weighing Pedagogical Prescriptions against Instructional and Disciplinary Practice

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Autor/in	Michiels, Paul
Titel	Toward a Paraphrase Pedagogy for Multilingual Writers: Weighing Pedagogical Prescriptions against Instructional and Disciplinary Practice
Quelle	(2019), (399 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-3041-1
Schlagwörter	Hochschulschrift; Dissertation; Multilingualism; Writing (Composition); Teaching Methods; Writing Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Guides; Computational Linguistics; Engineering; Writing Skills; Linguistic Borrowing; Semantics; English for Academic Purposes; Native Language; Journal Articles; Higher Education; Electronics; Writing Research; Taxonomy; Language Styles + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mehrsprachigkeit; Multilingualismus; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Handbuch; Leitfaden; Linguistics; Computerlinguistik; Maschinenbau; Writing skill; Schreibfertigkeit; Lehnwort; Semantik; Journal article; Zeitschriftenaufsatz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Elektronik; Schreibforschung; Taxonomie; Sprachstil
Abstract	This dissertation explores existing paraphrase pedagogies and the linguistic and rhetorical dimensions of expertly produced paraphrases in order to move both teachers and multilingual writers toward a balanced conception of acceptable academic paraphrase. Pedagogical treatments of paraphrase in a set of writing handbooks designed for students writing in English as a first language (L1, n = 128) and a set of handbooks designed for students writing in English as a second or additional language (L2, n = 19) were analyzed. Five corpora of paraphrase/source passage pairs were then assembled to weigh against findings from the pedagogical analysis. The first two corpora comprise the exemplar paraphrase/source passage pairs found in the handbooks themselves (L1, n = 107; L2, n = 27). Three additional corpora of potential paraphrase/source passage pairs were assembled from award-winning journal articles in three disciplines: engineering (Institute of Electrical and Electronics Engineers (IEEE), n = 44), composition ("College Composition and Communication" ("CCC"), n = 15), and second language writing studies ("Journal of Second Language Writing" ("JSLW"), n = 40). Paraphrases were then analyzed using an existing taxonomy of language borrowing (and other linguistic criteria) and on the basis of the following five additional dimensions: addition, omission, semantic alignment, argument alteration, and stylistic alteration. The study found both significant misalignment among handbook treatments of paraphrase and disconnects between pedagogical prescriptions and pedagogical practice. The linguistic analysis of handbook paraphrases found that, on average, approximately 26% of the language of the paraphrase was contained within unique links, that handbook paraphrases tended to be around 30% shorter than the source passage, and that approximately 28% of handbook paraphrases contained strings of four or more (unquoted) words which matched strings found in the source passage. Although there was considerable variation in language borrowing based on movement from the humanities, to social science, to engineering, an average of 30% of the language of the journal paraphrases was contained within unique links. On average, journal paraphrases were 55% shorter than the source passages. Strings of four or more unquoted words appeared in 47% of journal paraphrases. The analysis of the additional dimensions led to the creation of an initial taxonomy of rhetorical maneuvers and suggested that the form and content of a paraphrase in published disciplinary writing seems to be largely determined by rhetorical function and rhetorical constraints. Findings suggest that pedagogies that frame paraphrase using plagiarism avoidance, that push students to produce paraphrases in which little or no language is borrowed, and that omit discussions of the rhetorical dimensions of paraphrase may be severely limiting paraphrase proficiency development among multilingual writers. Implications for the classroom are discussed and a roadmap for additional research into expertly produced paraphrase is provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01