Source articles as scaffolds in reading to write

• DOI: 10.1075/japc.15.1.09zhu
• Publication Date: 2007-09-28T00:18:20Z
• Authors: Wei Zhu
• Keywords: Syllabus; Representation; Data source; Graduate students

This article discusses a case study examining Chinese graduate student’s experience with reading-to-write tasks in business, particularly the use of source articles performing tasks. Data on six library research papers were collected from several sources three semesters, including (1) course syllabi, (2) and reading notes, (3) outlines, drafts, final versions papers, (4) interviews student. Analysis data indicated that scaffolded representations task representation was influenced by factors such as goals, perceived purpose assignments, beliefs experience. Implications for second language writing instruction are discussed.