Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

@article{McKinley2014CriticalAA,
  title={Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing},
  author={Jim McKinley},
  journal={Critical Inquiry in Language Studies},
  year={2014},
  volume={12},
  pages={184 - 207}
}
  • Jim McKinley
  • Published 1 August 2014
  • Education
  • Critical Inquiry in Language Studies
This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains the interrelationship between the elements of cultural practices in academic discourse, writer identity, and critical thinking, and argues how this is… 

Writing and identity: Promoting critical discourse amidst double consciousness

Using a multidisciplinary approach to social justice teaching, this article explores the often invisible impact of double consciousness on adult English language learners in the United States and

Identity Construction in Learning English Academic Writing in a Japanese University

The construction of writer identity in English L2 academic writing is not usually explicitly addressed in such writing classrooms, yet it plays a significant role for English L2 students learning to

Academic Knowledge Formation Through Blogs

Blogs are an integral component of blended learning environments in English as a second language (ESL)/English as a foreign language (EFL) contexts. Although they are used in higher education to

Exploring academic identities of EFL novice writers

  • Hanna Juliaty
  • Education
    Indonesian Journal of Applied Linguistics
  • 2019
In academic writing, undergraduate EFL learners are not required only to apply correct L2 writing system, but more profoundly, construct and convey ideas in ways recognised in their discipline as

Workplace writing: A multi-perspective study of engineer alumni’s preparedness for English L2 writing in Oman

This explorative, interpretive, qualitative study seeks to understand and problematise college alumni’s preparedness for engineering workplace writing in English in Oman. The issue of preparing

A Social-cognitive Framework

This chapter establishes a social-cognitive theoretical framework by drawing on theories of intercultural rhetoric, cognitive process, genre analysis, and social constructivism relevant to ERPP

Pedagogies of the futures: Shifting the educational paradigms

Focusing on an educational paradigm rooted in critical pedagogy, the socratic method, futures studies, and peace education, this essay takes the position that classrooms of the future should be

Russian Educational Research Papers In International Publications: The Urge For Academic Writing

English as the internationally accepted language of scholarly publications is used by multilingual scholars as a shared linguistic code to create knowledge. Despite the difficulties encountered by
...

References

SHOWING 1-10 OF 69 REFERENCES

Individualism, academic writing, and ESL writers

Expanding the Constructivist Metaphor: A Rhetorical Perspective on Literacy Research and Practice

In this review we summarize some of the accomplishments and shortcomings of constructivist accounts of reading and writing activity as part of our argument for social and textual views of literacy.

As a matter of fact: The changing ideology of authorship and responsibility in discourse

ABSTRACT: One of the most troubling aspects of non-native writing in English is the attribution of authorship. Taking a writing conference, an MA thesis and a transcript of a new story as

Displaying Critical Thinking in EFL Academic Writing: A Discussion of Japanese to English Contrastive Rhetoric

This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses.

Japanese Culture Constructed by Discourses: Implications for Applied Linguistics Research and ELT

Some of the recent applied linguistics literature on teaching writing and critical thinking to ESL students has presented pedagogical arguments by drawing on cultural differences between ESL students

Discourses of Writing and Learning to Write

This paper presents a meta-analysis of theory and research about writing and writing pedagogy, identifying six discourses – configurations of beliefs and practices in relation to the teachingof

Literacy and the Formation of Cultural Identity

In this article we offer both a conceptual and a methodological proposal for the study of cultural identity by cultural-historical psychology. First we will develop a conceptual framework in which we
...