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Title: Writing for international publication : the case of Chinese doctoral science students
Other Titles: Xie zuo yu fa biao guo ji lun wen : jiu Zhongguo li ke bo shi sheng de yan jiu
寫作與發表國際論文 : 就中國理科博士生的研究
Authors: Li, Yongyan (李詠燕)
Department: Dept. of English and Communication
Degree: Doctor of Philosophy
Issue Date: 2006
Publisher: City University of Hong Kong
Subjects: Academic writing
Technical writing
Notes: CityU Call Number: PN146.L5 2006
Includes bibliographical references (leaves 289-316)
Thesis (Ph.D.)--City University of Hong Kong, 2006
vii, 333 leaves ; 30 cm.
Type: Thesis
Abstract: The present thesis research is broadly set in a context of English as the global language of publication, and Chinese scientists’ visible growth in their output of international publications in the past two decades. A majority of the Chinese authors of these publications have been the academics (including doctoral science students) in the country’s institutions of higher-learning. Taking as the research site one university which was the earliest in mainland China to start international publication as a graduation requirement for doctoral science students, this project employs an ethnographically-oriented approach to investigate the multiple dimensions of the scenarios of the students being engaged in writing for international publication. The overall design of this research is characterized by triangulation of issues, theoretical perspectives and methodologies. Textual data together with data collected through participant observation, questionnaires, interviews, email communication, focus group, informal conversation, and online discussion are triangulated to form the basis of the individual chapters that highlight a range of issues. Apart from a site investigation at the featured university (Chapter Three), theoretical perspectives on and discussion of aspects of the reality of being doctoral science students at the university (Chapters Four), a survey of the students’ attitudes and perceptions with regards to international publication (Chapter Five), and a focus on the issue of overcoming the English-language barrier (Chapter Ten), the main part of this thesis consists of four case studies (Chapters Six to Nine), featuring the writing-for-publication experiences of four students in four different science disciplines. These four case studies triangulate a number of themes which are derived from the data by drawing upon various theoretical perspectives. As their titles indicate, the four case study chapters address, respectively, a chemistry student’s multidimensional engagement with his community of practice in writing the first draft of a paper, the sociopolitical dimensions of a physics student’s story of trying to publish in a prestigious international journal, a student of computer science negotiating knowledge contribution to multiple discourse communities, and a student of biomedicine composing citations through the reuse of language from source texts. The present research develops applied linguists’ long-standing interest in advanced academic literacy (AAL) by providing empirical evidence from an EFL (English as a foreign language) context, while pushing ahead the current understanding of nonnative English speaking (NNES) scholars’ peripheral participation in international academia.
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