What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?

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dc.contributor.advisorThesen, Luciaen_ZA
dc.contributor.authorWroots, Rachel Geraldineen_ZA
dc.date.accessioned2014-10-02T10:04:38Z
dc.date.available2014-10-02T10:04:38Z
dc.date.issued2002en_ZA
dc.descriptionBibliography: leaves 89-95.en_ZA
dc.description.abstractThe study explores the usefulness of literacy narratives as a tool in academic writing for revealing the perceptions and values EAL students' place on their academic writing identities. The literacy narratives highlight the multiple identities that students bring with them to the act of writing and are shaped by the questions, Who am I? Where am I going? Where do I come from? These questions probe the writers' perceptions of past, present and future academic writer identities and shifts of identity over a period of time and differences between first and third year students. In my analytical approach, I recognise the fact that writing is a social act whereby we say something about ourselves, and use it actively to affirm those values, beliefs and practices which we want to sustain, and to resist those values, beliefs and practices which we do not value (Clark and Ivanic1997).en_ZA
dc.identifier.apacitationWroots, R. G. (2002). <i>What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/7952en_ZA
dc.identifier.chicagocitationWroots, Rachel Geraldine. <i>"What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2002. http://hdl.handle.net/11427/7952en_ZA
dc.identifier.citationWroots, R. 2002. What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Wroots, Rachel Geraldine AB - The study explores the usefulness of literacy narratives as a tool in academic writing for revealing the perceptions and values EAL students' place on their academic writing identities. The literacy narratives highlight the multiple identities that students bring with them to the act of writing and are shaped by the questions, Who am I? Where am I going? Where do I come from? These questions probe the writers' perceptions of past, present and future academic writer identities and shifts of identity over a period of time and differences between first and third year students. In my analytical approach, I recognise the fact that writing is a social act whereby we say something about ourselves, and use it actively to affirm those values, beliefs and practices which we want to sustain, and to resist those values, beliefs and practices which we do not value (Clark and Ivanic1997). DA - 2002 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2002 T1 - What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? TI - What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? UR - http://hdl.handle.net/11427/7952 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7952
dc.identifier.vancouvercitationWroots RG. What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2002 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7952en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherLiteracy Studiesen_ZA
dc.titleWhat can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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