Full metadata record
|dc.contributor||Department of English||en_US|
|dc.contributor.advisor||Forey, Gail (ENGL)||-|
|dc.publisher||Hong Kong Polytechnic University||-|
|dc.rights||All rights reserved||en_US|
|dc.title||The value of guided construction in a tertiary and teacher-training context||en_US|
|dcterms.abstract||This research concerns the value of teacher-led collaborative writing process with students in the tertiary and teaching-training context. Through investigating the stage of Guided construction (Callaghan & Rothery, 1988; Custance, Dare & Polias, 2011) the research aims to provide support to literacy writing within the tertiary and teaching-training context. The data has been drawn from a writing class within a Master of Arts of English Language Teaching (MAELT) program at the Hong Kong Polytechnic University during 2016. The case study approach based on qualitative research has been employed in data analysis. The process of Guided construction has been analyzed from three aspects: by identifying its stages, exploring each stage in terms of responsibility shift (Bernstein, 1971, 1975; Martin, 1999; Polias & Forey, forthcoming) and unpacking the teacher's reflection and students' feedback. The findings of the research highlight how the teacher adopts different types of questions to keep the responsibility shifting back and forth between teacher and students, and how the teacher make the invisible teaching process visible in Guided construction to provide scaffolding students in their writing development.||en_US|
|dcterms.extent||99 pages : illustrations||en_US|
|dcterms.LCSH||English language -- Writing -- Study and teaching (Higher)||en_US|
|dcterms.LCSH||English language -- Study and teaching (Higher)||en_US|
|dcterms.LCSH||Hong Kong Polytechnic University -- Dissertations||en_US|
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|b29170643.pdf||For All Users (off-campus access for PolyU Staff & Students only)||1.78 MB||Adobe PDF||View/Open|
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