Abstract
Most researches on the teaching of English academic writing have been focused on their genre issues, so the need to cultivate students' critical information literacy has been largely overlooked. However, critical information literacy plays a vital role in academic writing, particularly in literature reviews. Consequently, the present study, by integrating information literacy framework and Halliday's genre theory, explores how international Higher Degree Research students make use of information in their research writing. The participants are currently studying in Australia and this study examined the documents that they produced in preparing the literature review for their thesis. The research this paper draws upon finds the students' lack of competency in synthesising the main ideas from the information selected to construct new concepts; in using the selected information effectively to accomplish their specific purpose; in communicating their presentation appropriately to the reader, and in evaluating and incorporating the information selected into their research context, in addition to their linguistic incompetency as a result of their second-language English speaking background.
| Translated title of the contribution | Reflections on the teaching of English academic writing : from critical information literacy of Chinese overseas graduate students |
|---|---|
| Original language | Chinese (Simplified) |
| Pages (from-to) | 133-138 |
| Number of pages | 6 |
| Journal | Hebei Daxue Xuebao (Shehui Zhexue Ban) |
| Volume | 37 |
| Issue number | 2 |
| Publication status | Published - 2012 |
Keywords
- academic writing
- information literacy
- graduate students
- Chinese students
- Australia
- English language