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Understanding Student's mimicry, emulation and imitation of genre…
Understanding Student's mimicry, emulation and imitation of genre exemplars: An exploratory study
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Context and Participants
Genre-based Approach
Genre exemplars used to scaffold students’ understanding of two focal genre features, such as citation, organization
Cultural Tourism studies in South China delivered in an embedded co-teaching
approach (Murray, 2015; Wingate & Tribble, 2012).
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2 instructors
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an embedded EAP workshop
based on present and target situation analyses (Hutchinson & Waters,1987)
follow ESP genre-based pedagogy and
Johns’ (2011) advice to focus on the textual features when training novice writers.
after every citation, analyzed how quotations were formatted (Swales, 1990)
after every paragraph, how rhetorical moves/steps were made (Swales, 1990).
After the consciousness-raising
instruction, the students worked as a group doing text production exercises (Hyon, 2017)
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ESP genre-based approach
effective in professional and academic writing instruction (Cheng,
2008; Hyland, 2007)
use of genre exemplars to make textual features
visible to learners (Hyland, 2007; Tribble, 2015).
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Advantages
teachability (Johns, 1997, p. 118).
“followability” (Macbeth, 2010, p. 45).
RESULTS
although they use imitation and mimicry in their first academic writing, they did not understand means and goals of the textual features
some attempted imitation but changed back to emulation, but some performed both emulation and imitation
4 students cited five, while others more than five
some quote, because they
have to. They have to come up with five sources in the reference list.
when some hit the [minimum-five]
target, they felt like the citation task was completed