Gender and academic writing

Lillis, Theresa; McMullan, Jennifer; Tuck, Jackie

doi:10.1016/j.jeap.2018.03.003

Cited by 11 publications

(13 citation statements)

References 37 publications

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“…In the present study, such interactions have been included in the research design (see below) in an effort to account for the complex relationship between gender and linguistic features of adolescents' informal online writing. For a more comprehensive discussion of gender and writing research, see Peterson and Parr (2012) and Lillis et al (2018). The final social variable in this study is educational track.…”

Section: Datamentioning

confidence: 99%

Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education

Hilte

Daelemans

Vandekerckhove

2020

Written Communication

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This article examines the impact of the sociodemographic profile (including age, gender, and educational track) of Flemish adolescents (aged 13–20) on lexical aspects of their informal online discourse. The focus on lexical and more “traditional,” print-based aspects of literacy is meant to complement previous research on sociolinguistic variation with respect to the use of prototypical features of social media writing. Drawing on a corpus of 434,537 social media posts written by 1,384 teenagers, a variety of lexical features and related parameters is examined, including lexical richness, top favorite words, and word length. The analyses reveal a strong common ground among the adolescents with respect to some features but divergent writing practices by different groups of teenagers with regard to other parameters. Furthermore, this study analyzes both standardized versions of social media messages and the original utterances (including nonstandard markers of online writing). Strikingly, different results emerge with respect to adolescents’ exploitation of more traditional versus digital literacy skills in relation to their sociodemographic profile, especially with respect to sentiment expression (verbal versus typographic/pictorial). The study suggests that the inclusion of nonverbal communicative strategies, for instance in language teaching, might be a pedagogical asset, since these strategies are eagerly adopted by teenagers who show proof of less developed traditional writing skills.

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Section: Datamentioning

confidence: 99%

Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education

Hilte

Daelemans

Vandekerckhove

2020

Written Communication

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“…We conducted our study through the lens of intersectionality (Crenshaw, 2017;Hankivsky, 2014), taking into consideration the multiple "turns" in education that have influenced our approach to supporting plurilingual graduate writers. Nested within those turns are theories of academic literacies (Ding & Evans, 2022;Lillis & Tuck, 2016) and plurilingualism (Piccardo & North, 2020). Before delving into our polyvocal conversations, we provide a brief description of these turns and theories.…”

Section: Our Lensesmentioning

confidence: 99%

Let’s Talk About Writing Support for Plurilingual Graduate Students

Gagne,

McIntosh,

Herath

et al. 2024

TESL Canada

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Academic writing is an inseparable aspect of graduate school (Holmes et al., 2018) as students’ academic writing is the primary basis for assessment (Turner, 2011). The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English medium universities is growing exponentially (Fenton-Smith & Humphreys, 2017). However, there is a scarcity of research that addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography (Anderson, 2006; Kempny, 2022) this research uses polyvocal conversations among seven researcher/practitioners to consider the question of how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality (Crenshaw, 2017; Hankivsky, 2014), these conversations illuminate the ways both educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the socio-political contexts of Canadian and Australian universities where systems of inequality act to marginalise plurilingual writers. These contextualised conversations then aim to problematise and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognisant of their power and place, to generate alternative practices to support plurilingual graduate writers in service of more asset-orientated and inclusive spaces that take advantage of students’ plurilingual repertoires in English-dominant universities.

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“…La cifra actual es el 44 % de las personas de entre 18 y 20 años; los "estudiantes internacionales" constituyen el 19 % de la población estudiantil en general (Universities UK, 2017;HESA, 2018). El dejar de ser una universidad basada en la participación de una población estudiantil pequeña, de élite y -al menos en la superficie-relativamente homogénea, puso en el centro de la escena la cuestión de la diversidadlas experiencias de vida, el aprendizaje y las prácticas lingüísticas, de literacidad y semióticas de los estudiantes-, y evidenció una brecha significativa entre los estudiantes y la academia en términos de concepciones y expectativas (un ejemplo de la naturaleza claramente no homogénea de la academia, documentado desde hace mucho tiempo, es el género; ver, por ejemplo, el número especial Gender and Academic Writing de JEAP [Lillis, McMullan y Tuck, 2018]). Esta brecha incluía el desajuste entre las prácticas lingüísticas y de literacidad valoradas por la academia y las prácticas en las que participaban muchos estudiantes (para una visión general, ver Lillis y Scott, 2007;Lillis, 2014;.…”

Section: Literacidades Académicas: MI Ubicación Geohistórica-institucionalunclassified

El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia

Lillis¹

2021

Enunciación

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En este artículo, desde su implicación temprana en el campo de investigación y práctica conocido como literacidades académicas, la investigadora británica Theresa Lillis reconstruye el contexto en el que surge dicho campo, define sus principales intereses de indagación y enseñanza, y resume sus contribuciones, durante veinte años, a la comprensión de la escritura académica en el Reino Unido y otros países. Lillis encuadra históricamente, en un contexto de ampliación de la matrícula universitaria en su país, una serie de trabajos fundacionales del enfoque de literacidades académicas que, mediante investigaciones etnográficas y situadas –que continuaron desarrollándose–, desafiaron las visiones deficitarias de las prácticas de escritura académica de los estudiantes y plantearon la necesidad de explorar críticamente los supuestos sobre la naturaleza y el valor de las convenciones dominantes en este ámbito, que operan como normas de evaluación transparentes e incuestionables. Entre esos trabajos fundacionales, y otros surgidos posteriormente, ubica el interés en la vinculación entre la escritura académica y la identidad, vinculación mediada por relaciones que regulan quién puede decir qué y cómo en la academia y, por tanto, cierran o abren las oportunidades para participar en la producción de conocimiento. Lillis revisa también las proyecciones transnacionales de este enfoque y argumenta a favor de sus potencialidades transformadoras para investigadores, docentes y estudiantes universitarios que se mueven en una academia con regímenes evaluativos cada vez más supernormativos que apuntan a controlar la cada vez mayor superdiversidad de prácticas de creación de sentido.

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Gender and academic writing

Cited by 11 publications

References 37 publications

Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education

Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education

Let’s Talk About Writing Support for Plurilingual Graduate Students

El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia

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