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DC FieldValueLanguage
dc.contributorDepartment of Englishen_US
dc.contributor.advisorForey, Gail (ENGL)-
dc.creatorLi, Sumin-
dc.publisherHong Kong Polytechnic University-
dc.rightsAll rights reserveden_US
dc.titleThe value of guided construction in a tertiary and teacher-training contexten_US
dcterms.abstractThis 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.extent99 pages : illustrationsen_US
dcterms.educationalLevelAll Masteren_US
dcterms.LCSHEnglish language -- Writing -- Study and teaching (Higher)en_US
dcterms.LCSHEnglish language -- Study and teaching (Higher)en_US
dcterms.LCSHHong Kong Polytechnic University -- Dissertationsen_US
dcterms.accessRightsrestricted accessen_US

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