“I’m an artist and a scholar who is trying to find a middle point”: A textographic analysis of a Colombian art historian's thesis writing

Seloni, Lisya

doi:10.1016/j.jslw.2014.06.001

Cited by 28 publications

(21 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These examples in the current study echo research about other multilingual writers who draw upon both texts and practices across different languages and different spaces to write in the academy. For example, Seloni's (2014) study of the Columbian student Jacob writing his thesis in art history highlights a similar hybridity of language use across multiple contexts.…”

Section: Discussionmentioning

confidence: 99%

What our students tell us: Perceptions of three multilingual students on their academic writing in first year

Morton

Storch

Thompson

2015

Journal of Second Language Writing

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

What our students tell us: Perceptions of three multilingual students on their academic writing in first year

Morton

Storch

Thompson

2015

Journal of Second Language Writing

View full text Add to dashboard Cite

“…Swales has since published a follow-up study of Herbarium texts and claims such texts 'remain little known to those who study the more general discourses of the academic and research world' (Mccarty and Swales, 2017, p. 561). Following Swales, a number of research studies featuring textography have also focussed on subject areas with less associated research such as art history (Seloni, 2014) and librarianship (Pérez-Penup, 2019). Other textographic research has featured subjects with less associated research and also unique or unusual texts for example visual and performing arts, including subject-specific texts such as practice-based doctoral theses Ravelli et al, 2013;Starfield at al., 2014), art, and design, including subject-specific texts such as exegesis (Paltridge, 2004(Paltridge, , 2008).…”

Section: Less Charted Territoriesmentioning

confidence: 99%

Textography as a needs analysis and research tool for English for Academic Purposes and learning development practitioners

Sizer

2019

jldhe

View full text Add to dashboard Cite

The purpose of this paper to introduce textography as a useful method for English for academic purposes (EAP) and learning development (LD) practitioners to fill gaps in subject-specific knowledge and understanding. Textography is a research method that may be new to many practitioners. Textography combines textual analysis, usually associated with EAP, and ethnographic methods, often associated with LD, to investigate contexts, texts and practices. EAP and LD practitioners can use textography with accessible texts as initial needs analysis before reviewing literature or as a more in-depth, long-term research tool.

show abstract

“…The increasing number of bilingual and multilingual national and international L2 Journal Vol. 10 Issue 2 (2018) 159 students in US graduate programs has led to changes in instructional practices to better address how these second language students build knowledge of new genres and become part of their disciplinary academic communities in their second language (Paltridge & Starfield, 2007;Seloni, 2014). Furthermore, these students must become proficient in new academic tasks-specifically, writing research proposals, essays, and journal articles, all of which are novel genres they must master to become well-rounded researchers (Hyland, 2011;Tardy, 2005Tardy, , 2009.…”

Section: Introductionmentioning

confidence: 99%

Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students

Elola¹,

Nakatsukasa²,

Tecedor³

2018

View full text Add to dashboard Cite

A growing number of bilingual and multilingual national and international students are enrolling in graduate programs in the United States, creating an urgent need to understand how these writers build knowledge of unfamiliar academic genres and become part of their disciplinary academic communities (Selony, 2014). Such students struggle with specific-to-the-discipline composition of written texts, exerting their agency in new academic tasks, and research identity issues. Following an activity theory framework, this case study investigates how three graduate students with diverse educational, cultural, and linguistic backgrounds (Spanish as L1, L2, and heritage language and English as L1, L2, and dominant language) experienced these processes and overcame obstacles by examining (1) the goals as students' understanding of the research project evolved, (2) the construction of students' identities as researchers, and (3) the impact of goals and identity on their investment in learning. Two end-ofsemester interviews and 19 reflections over two semesters were collected. The results of a bottom-up content analysis illustrate how the situated and negotiated nature of the writing process aids multilingual writers' transition to more sophisticated academic writing and builds in them a sense of identity as researchers. These findings can serve as a point of departure for developing instructional frameworks that better guide multilingual writers to successfully navigate academia in the United States.

show abstract

“I’m an artist and a scholar who is trying to find a middle point”: A textographic analysis of a Colombian art historian's thesis writing

Cited by 28 publications

References 34 publications

What our students tell us: Perceptions of three multilingual students on their academic writing in first year

What our students tell us: Perceptions of three multilingual students on their academic writing in first year

Textography as a needs analysis and research tool for English for Academic Purposes and learning development practitioners

Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students

Contact Info

Product

Resources

About