Student Writing: Access, Regulation, Desire

By T. Lillis. 2001

592 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7a83b5d08bbc99aaee5b12228715f55e5006c624

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Paul Thompson
2. U. Wingate
3. Ken Hyland
4. Gillian Skyrme
5. Polly Tse
6. K. Wilson
7. M. Curry
8. Linda Devereux

In Literature and Literary Theory

1. Paul Thompson
2. Ken Hyland
3. U. Wingate
4. Gillian Skyrme
5. Polly Tse
6. M. Curry
7. K. Wilson
8. Linda Devereux

Citations in the corpus

• Is There an "Academic Vocabulary"? (2007, background): “This vocabulary is seen as a key element of essayist literacy (Lillis, 2001) and an academic style of writing and is considered to be more advanced (Jordan, 1997) than the core 2,000-3,000 words that typically make up around 80% of the words students are likely to encounter in reading English at uni”
• Professional Academic Writing by Multilingual Scholars (2006, background): “…of power (Canagarajah, 2002; Jones, Turner, & Street, 1999), raises questions of identity (Berkenkotter & Huckin, 1995; Bizzell, 1992; Gee, 2001; Ivanic#, 1998; Lillis, 2001), and involves complex patterns of access to and participation in a number of communities of practice (Wenger, 1998).”
• The Routledge Handbook of English for Academic Purposes (2016, background): “Because of this, writing has come to be seen as a social practice rather than a skill (Lillis, 2001), and specific genres are recognized as having a powerful influence on how students understand and engage with their disciplines.”
• The impact of formative feedback on the development of academic writing (2010, background): “Many students are not prepared for the required standards of academic writing, and therefore face difficulties in a system where writing is the ‘key assessment tool’ (Lillis 2001).”
• ‘Tough love and tears’: learning doctoral writing in the sciences (2012, background): “In addition to this perspective, teachers and researchers of writing have long been interested in identity and the related notion of voice, including how students represent themselves through writing by negotiating the conventions of different academic disciplines (Ivanic, 1998; Lillis, 2001).”
• ‘Argument!’ helping students understand what essay writing is about (2012, background): “The difficulties these requirements pose for the novice writer have been widely discussed (e.g. Ivanic,1998; Lillis, 2001).”
• Entering the university: the differentiated experience of two Chinese international students in a New Zealand university (2007, background): “Ridley (2004, p. 92) suggests that students have a need for ‘socially situated opportunities for conversation … at critical moments’ with teaching staff in order to see how they can align themselves with the learning practices that are being required of them (see also Lillis, 2001; Kutz, 2004).”
• Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts (2014, background): “Students value specific, individual feedback that engages them in dialogue with their marker, what Lillis (2001) has called “rich dialogic feedback”.”