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- W2023602140 abstract "How university students write from sources has been an issue of long-standing interest among researchers of advanced academic literacy. Previous research in this regard in the context of L2 writing has tended to focus on novices' textual borrowing; less attention has been given to exploring the potential light that theories from other intellectual domains may shed upon students' process of source-based academic writing. The study to be reported in this paper used activity theory as an analytic tool to examine three ESL students' activities of fulfilling a policy paper assignment at a university in Hong Kong. In the paper I present a description of the activity system concerned and its internal contradictions, characterize the sequences of actions that constituted the individual students' activities, and analyze the students' source-use practices in terms of their efforts to address a set of source-bound systemic tensions. At the end of the paper I propose a few lines of future explorations using activity theory as a heuristic to study literacy activities in academic contexts." @default.
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- W2023602140 date "2013-06-01" @default.
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- W2023602140 title "Three ESL students writing a policy paper assignment: An activity-analytic perspective" @default.
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- W2023602140 doi "https://doi.org/10.1016/j.jeap.2012.11.006" @default.
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