2026-09-21T08:07:54Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79903 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

McCarthey, Sarah Guo, Yi-Huey 2015-09-25T19:54:26Z 2015-09-25T19:54:26Z 10000-01-01 2006 2006 This study found that academic writing genres reflected diversity within and across disciplines. Each discipline had preferred writing conventions and students learned to write to attract particular audiences' attention by following these conventions. In the process of disciplinary enculturation, students gradually transformed their writing styles by decreasing the voice of individualistic selves and increasing the voice of public selves. Instructional implications include the use of expansive reading practices and consistent writing practices to increase the proficiency of academic writers. Made available in DSpace on 2015-09-25T19:54:26Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223603.pdf: 6882026 bytes, checksum: 78f417b55b736217e9a30865006bab86 (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 81185 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 255 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/79903 (MiAaPQ)AAI3223603 eng Language, Rhetoric and Composition An Analysis of Intertextuality in Disciplinary Writing text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.