Critical academic writing and multilingual students

By A. Canagarajah. 2002

427 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c74498c0339ee6cb33240e0d9f8ee740fed5046a

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. G. Low
2. Jing Tian
3. J. Flowerdew
4. Tomoyuki Kawase
5. Ana Oskoz
6. Idoia Elola
7. Emi Emilia
8. Ken Hyland

Citations in the corpus

• Metadiscourse in the introductions of PhD theses and research articles (2015, background): “Previous studies of academic writing have often indicated that the introductions of PhD theses and research articles (RAs) are similar in their rhetorical features (e.g., Bunton, 1998, 2002; Feak, Swales, & Irwin, 2011; Paltridge & Starfield, 2007; Samraj, 2008; Swales, 2004).”
• The Non-Anglophone Scholar on the Periphery of Scholarly Publication. (2007, background): “The critical approach, on the other hand, would be to demand more equality of opportunity for EAL writers, by, for example, alerting EAL writers to the difficulties and disadvantage of their community (Ammon 2001; Flowerdew in press; Hayter 2004; Kirkman 1996) and the overall hegemony of English (Ca”
• Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP) (2016, neutral): “Some authors argue, furhermore, that aspiring international students should develop an awareness of how they are positioned by the hegemonic uggernaut of western education (Canagarajah, 2002; Pennycook, 1997; Pohl, 2005).”
• A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia. (2005, background): “CT is primarily aimed at the individual, and it largely ignores the pedagogical relations, which occur between teacher and learner or between learners (Burbules and Berk, 1999; see also Canagarajah, 2002, p. 96-103 on a similar observation on differences between CP and CT).”
• Collaborative writing: fostering foreign language and writing conventions development (2010, background): “Contemporary media and communication technologies are radically redefining our understanding of literacy (Warschauer, 1999) since their use " involves multifaceted skills and competencies, forcing us to reconceive the nature of written media and the writing activity " (Canagarajah, 2002, p. 211).”
• Critical thinking and Chinese university students: a review of the evidence (2011, background): “Atkinson’s argument has been strongly supported by Pennycook (1996) and Canagarajah (2002) (see Paltridge, 2004), who made the same assertion that CT is very much a western idea, and by Wan (2001), who argued that Chinese cultural values may well affect students’ learning styles.”