Undergraduate Essay Writing – IX
Relationship between Process and Product Table I displays the empirical relationship between the variables representing the student’s process of writing the essay as described by the phenomenographic analysis, and the product as described by the linguistic analysis. The table clearly shows that students who had a multistructural conception and who had adopted a surface approach [...]
Undergraduate Essay Writing – VIII
Representation of the Essay’s Meaning To probe the essays further, we turned our attention away from the textual devices used to organise and present the meanings. In our second analysis of the texts, we focused on the ideational metafunction (Halliday, 1985), in order to explore the meanings themselves. By ideational metafunction, we refer to meaning [...]
Undergraduate Essay Writing – I
Introduction In the practice of teaching writing to tertiary students, the traditional approach has been process-oriented with its emphasis on teaching students how they should go about the task of preparing their written assignments. For the most part, this approach has not been research based, and could be seen as offering the apprentice writer prescriptive [...]
Undergraduate Essay Writing – VII
Representation of the Essay’s Structure Fundamental to an exploration of how a message is structured is the concept of ‘theme’ and ‘new’. The theme refers to the point of departure of the message, for example in the clause ‘teaching is a challenging occupation’, the point of departure is ‘teaching’. The message is about teaching. The [...]
Undergraduate Essay Writing – VI
Product of Essay Writing Because the data for linguistic analysis were so unwieldy, with a total of some 40,000 words in the corpus of texts, the aim of the early readings of the essays was to identify which of a wide range of linguistic analyses would yield the most revealing thumbnail sketches of the essays. [...]
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