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How can Explicit Instruction Assist Inexperienced Graduate Student Writers to Learn Stance and Engagement Strategies?

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Title: How can Explicit Instruction Assist Inexperienced Graduate Student Writers to Learn Stance and Engagement Strategies?
Authors: Wette, Rosemary1 (AUTHOR) r.wette@auckland.ac.nz
Source: Writing & Pedagogy. Apr2025, Vol. 16 Issue 1, p45-67. 23p.
Subject Terms: *Engaged reading, *Explicit instruction, *Prior learning, *Graduate students, Self-confidence
Abstract: Important challenges faced by inexperienced academic writers include how to present an appropriate stance when commenting on their own research or on work by others, and how to successfully acknowledge and engage with readers' needs, queries, and perspectives. This study investigated how well 22 new graduate writers from L1 and L2 backgrounds were able to convey stance and engagement in literature review assignments prepared for a graduate writing course. They claimed little or no prior knowledge in this skill area before taking part in 12–14 hours of instruction and practice where stance and engagement strategies were a core component before submitting reviews of approximately 1000 words. Analysis of post-instruction texts and students' reflective comments revealed that students' declarative knowledge had progressed, and that most were able to display an adequate or satisfactory level of proficiency in their writing. Based on these findings, I hypothesize a trajectory of stages of writers' skill learning of stance and engagement strategies that acknowledges its complexities and the need for extensive practice to develop procedural skill. This proposed pathway makes explicit the fact that learning by novices is likely to progress incrementally, together with advances in their knowledge and self-confidence as academic writers and members of their disciplinary communities. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: How can Explicit Instruction Assist Inexperienced Graduate Student Writers to Learn Stance and Engagement Strategies?
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  Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. Apr2025, Vol. 16 Issue 1, p45-67. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Engaged+reading%22">Engaged reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Self-confidence%22">Self-confidence</searchLink>
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  Data: Important challenges faced by inexperienced academic writers include how to present an appropriate stance when commenting on their own research or on work by others, and how to successfully acknowledge and engage with readers' needs, queries, and perspectives. This study investigated how well 22 new graduate writers from L1 and L2 backgrounds were able to convey stance and engagement in literature review assignments prepared for a graduate writing course. They claimed little or no prior knowledge in this skill area before taking part in 12–14 hours of instruction and practice where stance and engagement strategies were a core component before submitting reviews of approximately 1000 words. Analysis of post-instruction texts and students' reflective comments revealed that students' declarative knowledge had progressed, and that most were able to display an adequate or satisfactory level of proficiency in their writing. Based on these findings, I hypothesize a trajectory of stages of writers' skill learning of stance and engagement strategies that acknowledges its complexities and the need for extensive practice to develop procedural skill. This proposed pathway makes explicit the fact that learning by novices is likely to progress incrementally, together with advances in their knowledge and self-confidence as academic writers and members of their disciplinary communities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/wap-28736-wette
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        Text: English
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      – SubjectFull: Explicit instruction
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      – SubjectFull: Prior learning
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              Text: Apr2025
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