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Title
Preparing graduate students for thesis writing: A writing portfolio approach
Presenter
Cheryl Wei-yu Chen
Abstract
The purpose of the current study is to investigate the application of writing portfolio in a graduate-level English thesis writing course in Taiwan. A quick survey of the literature indicates that although English learners from different educational backgrounds and school levels have benefited from the experience of compiling a writing portfolio, it is less clear whether nonnative-English-speaking (NNES) graduate students in a non-Anglophone context (e.g., an university in Taiwan) can also grow from this experience.
Several methods were used to collect data.
First, students who were enrolled in the course “Thesis Writing” were asked to compile their own writing portfolios which include writing assignments written over the course of the semester, peer feedback sheet, feedback sheet from writing consultants, and a personal reflection paper on the experience of compiling a writing portfolio. After the portfolios were collected, I conducted a student-teacher conference with each student to further probe into their experience. The results of this study are expected to shed light on how to better prepare NNES graduate students for the demanding task of writing a thesis in a second language.
Key words: thesis writing, writing portfolio
Biodata:
Cheryl Wei-yu Chen is an Assistant Professor of the TESOL Institute, National Chiao Tung University, Taiwan. Her research interests are language teacher development and academic writing.
contact asian_efl_journal@yahoo.com
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