%0 Journal Article %1 EJ77274720070901 %A Woodward-Kron, Robyn %D 2007 %J Higher Education Research and Development %K %N 3 %P 253 - 268 %T Negotiating Meanings and Scaffolding Learning: Writing Support for Non-English Speaking Background Postgraduate Students. %U http://libezproxy.open.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ772747&site=eds-live&scope=site %V 26 %X Language and learning advisers and non-English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students' texts. However, the individual writing consultation is sometimes conceptualised one-dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student's academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students' writing in order to provide a greater understanding of the writing supp

@article{EJ77274720070901, abstract = {Language and learning advisers and non-English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students' texts. However, the individual writing consultation is sometimes conceptualised one-dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student's academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students' writing in order to provide a greater understanding of the writing supp}, added-at = {2014-11-27T17:01:54.000+0100}, author = {Woodward-Kron, Robyn}, biburl = {https://www.bibsonomy.org/bibtex/2ace14e2cb599cfe089c3546b8069281b/t3amh4cks}, interhash = {506773dc15438a8238d09e80c159d2c7}, intrahash = {ace14e2cb599cfe089c3546b8069281b}, issn = {0729-4360}, journal = {Higher Education Research and Development}, keywords = {}, number = 3, pages = {253 - 268}, timestamp = {2014-11-27T17:01:54.000+0100}, title = {Negotiating Meanings and Scaffolding Learning: Writing Support for Non-English Speaking Background Postgraduate Students.}, url = {http://libezproxy.open.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ772747&site=eds-live&scope=site}, volume = 26, year = 2007 }