Learning from a corpus of students' academic writing

Abstract This paper summarizes the results of a study based on students´ academic writings. The study is grounded on Systemic Functional Linguistics (SFL) theory and pedagogy, in particular the 3x3 matrix, a SFL framework successfully implemented in Australian schools (Humphrey, Martin, Dreyfus &...

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Main Author:	Lopez-Ozieblo,Renia
Language:	English
Published:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2021
Subjects:	Writing Instruction Second language writing Knowledge Surveys
Online Access:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342021000200645
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spelling	oai:scielo:S0718-093420210002006452021-07-28Learning from a corpus of students' academic writingLopez-Ozieblo,Renia Writing Instruction Second language writing Knowledge Surveys Abstract This paper summarizes the results of a study based on students´ academic writings. The study is grounded on Systemic Functional Linguistics (SFL) theory and pedagogy, in particular the 3x3 matrix, a SFL framework successfully implemented in Australian schools (Humphrey, Martin, Dreyfus & Mahboob, 2010) and the Teaching and Learning Cycle (Callaghan & Rothery, 1988). The study took place at the Hong Kong Polytechnic University, with 33 students from a Humanities content subject. This is an English medium of instruction higher education institution where, for most students, English is not their mother tongue. Samples of students’ academic writing were analysed in the classroom to identify successful moves to express field, manner and tenor in the genre of argumentative essays. These samples were then used to provide specific writing instruction to students before they were asked to start constructing their texts independently. Feedback was provided in place of joint construction and finally students produced their final essays. Students’ confidence levels on their writing abilities were measured, with knowledge surveys, at the beginning and end of the term, their final grades compared to those of the previous cohort and correlated with the end of term writing-ability confidence levels. Our results suggest that there was an increase in students’ confidence in their writing abilities and that their grades were better than those of the previous cohort. When correlating grades with writing confidence levels we found two potential correlations, one positive for students with lower confidence levels and one negative for over-confident students.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.54 n.106 20212021-08-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342021000200645en10.4067/S0718-09342021000200645
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Writing Instruction Second language writing Knowledge Surveys
spellingShingle	Writing Instruction Second language writing Knowledge Surveys Lopez-Ozieblo,Renia Learning from a corpus of students' academic writing
description	Abstract This paper summarizes the results of a study based on students´ academic writings. The study is grounded on Systemic Functional Linguistics (SFL) theory and pedagogy, in particular the 3x3 matrix, a SFL framework successfully implemented in Australian schools (Humphrey, Martin, Dreyfus & Mahboob, 2010) and the Teaching and Learning Cycle (Callaghan & Rothery, 1988). The study took place at the Hong Kong Polytechnic University, with 33 students from a Humanities content subject. This is an English medium of instruction higher education institution where, for most students, English is not their mother tongue. Samples of students’ academic writing were analysed in the classroom to identify successful moves to express field, manner and tenor in the genre of argumentative essays. These samples were then used to provide specific writing instruction to students before they were asked to start constructing their texts independently. Feedback was provided in place of joint construction and finally students produced their final essays. Students’ confidence levels on their writing abilities were measured, with knowledge surveys, at the beginning and end of the term, their final grades compared to those of the previous cohort and correlated with the end of term writing-ability confidence levels. Our results suggest that there was an increase in students’ confidence in their writing abilities and that their grades were better than those of the previous cohort. When correlating grades with writing confidence levels we found two potential correlations, one positive for students with lower confidence levels and one negative for over-confident students.
author	Lopez-Ozieblo,Renia
author_facet	Lopez-Ozieblo,Renia
author_sort	Lopez-Ozieblo,Renia
title	Learning from a corpus of students' academic writing
title_short	Learning from a corpus of students' academic writing
title_full	Learning from a corpus of students' academic writing
title_fullStr	Learning from a corpus of students' academic writing
title_full_unstemmed	Learning from a corpus of students' academic writing
title_sort	learning from a corpus of students' academic writing
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2021
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342021000200645
work_keys_str_mv	AT lopezozieblorenia learningfromacorpusofstudentsacademicwriting
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Learning from a corpus of students' academic writing

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