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What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?
Bibliography: leaves 89-95.
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| Format: | Thesis |
| Language: | English |
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School of Education
2014
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| _version_ | 1867613300644118528 |
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| access_status_str | Open Access |
| author | Wroots, Rachel Geraldine |
| author2 | Thesen, Lucia |
| author_browse | Thesen, Lucia Wroots, Rachel Geraldine |
| author_facet | Thesen, Lucia Wroots, Rachel Geraldine |
| author_sort | Wroots, Rachel Geraldine |
| collection | Thesis |
| description | Bibliography: leaves 89-95. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/7952 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:57.504Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/7952 What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? Wroots, Rachel Geraldine Thesen, Lucia Literacy Studies Bibliography: leaves 89-95. The study explores the usefulness of literacy narratives as a tool in academic writing for revealing the perceptions and values EAL students' place on their academic writing identities. The literacy narratives highlight the multiple identities that students bring with them to the act of writing and are shaped by the questions, Who am I? Where am I going? Where do I come from? These questions probe the writers' perceptions of past, present and future academic writer identities and shifts of identity over a period of time and differences between first and third year students. In my analytical approach, I recognise the fact that writing is a social act whereby we say something about ourselves, and use it actively to affirm those values, beliefs and practices which we want to sustain, and to resist those values, beliefs and practices which we do not value (Clark and Ivanic1997). 2014-10-02T10:04:38Z 2014-10-02T10:04:38Z 2002 Master Thesis Masters MEd http://hdl.handle.net/11427/7952 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Literacy Studies Wroots, Rachel Geraldine What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? |
| thesis_degree_str | Master's |
| title | What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? |
| title_full | What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? |
| title_fullStr | What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? |
| title_full_unstemmed | What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? |
| title_short | What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices? |
| title_sort | what can the literacy narrative accounts of eal students tell us about their transition from high school to university based academic practices |
| topic | Literacy Studies |
| url | http://hdl.handle.net/11427/7952 |
| work_keys_str_mv | AT wrootsrachelgeraldine whatcantheliteracynarrativeaccountsofealstudentstellusabouttheirtransitionfromhighschooltouniversitybasedacademicpractices |