1887
Literacy
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Abstract

During the first 6 months of the school year of 1985, at Brunswick Language Centre, I observed Nasr as he was learning to write in his second language.

The most significant change which occurred is that Nasr gained an appreciation of the way in which English written anguage is different from spoken language. That is, rather than merely recording his spoken language, Nasr became a writer in English.

The changes manifested themselves not only in the product, namely the texts themselves, but also in the processes by which they were produced. These processes can be both directly observed, as recorded on videotape or in the observational diary, which was kept once weekly, or inferred from the product.

The major ways in which the last piece is more “developed” is that Nasr has chosen a more “advanced” genre, and the piece conforms more strictly to one genre, rather than also containing elements of other genres.

Nevertheless, the earlier pieces mark important, transitional stages and I have therefore chosen to call these intermediate forms “intertext”.

Nasr gains mastery over linking mechanisms more characteristic of written than of spoken language he moves from co-ordination to subordination, and through the use of reference and ellipsis, he gradually eliminates the various forms of redundancy. Acquisition of form and function of the past tense Is regarded as essential for the production of sustained narrative and, as such, can also be viewed as a form of cohesion.

In Nasr’s case the changes in the writing behaviour include an increase in pause length and a reduction in the number of pauses, changes in the number and type of revisions made, and differences in the way in which input from the teacher is generated.

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/content/journals/10.1075/aral.9.2.07ell
1986-01-01
2019-08-19
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