영어교육 Vol. 77 No. 3 (p.29-52)

The Writing-to-learn Dimension of L2 Writing: Towards Rhetorical Hybridity and Flexibility

키워드 :
EFL writing,the five-paragraph essay,rhetorical patterns,writing-to-learn content (WLC),translingual approach,hybrid

목차

1. INTRODUCTION
2. RHETORICAL PATTERNS IN WLC: TOWARDS “TRANS”
3. THE STUDY
   3.1. The Context and Participants
   3.2. Data Collection
   3.3. Data Analysis
4. FINDINGS
   4.1. Rhetorical Decisions toward Translingual Orientation in Woo’s WLC
   4.2. Rhetorical Agency toward Translingual Ideology in Yoon’s WLC
   4.3. Two Students’ Translingual Practices and Orientations in WLC
5. CONCLUSION
REFERENCES

초록

This study investigated how two Korean EFL college students, who were taught the five-paragraph essay in their college writing classes, drew upon rhetorical resources in their writing for learning content (WLC). Using a multiple-case study design, the study examined how the students consciously manipulated all of their rhetorical resources to make meaning and used L2 writing to learn content. It also explored how they differed in their enactment of rhetorical practices and deployment of rhetorical resources in WLC. During their engagement with WLC, they developed rhetorical strategies that reflected the structure of their evolving text rather than the structure of the five-paragraph essay. Their rhetorical choices in WLC have provided invaluable insight into the rhetorical challenges they faced while writing. Overall, they produced texts that better portrayed the multiple nuances inherent in a translingual approach. An implication is that more L2 writing teachers and scholars should pay attention to the rhetorical sensibility promoted by the translingual movement