A doctoral student of physics writing for publication: A sociopolitically-oriented case study [An article from: English for Specific Purposes]

This digital document is a journal article from English for Specific Purposes, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
This is a sociopolitically-oriented qualitative case study [Casanave, C. P. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship (But should it be called ''post-process''?). Journal of Second Language Writing, 12, 85-102.] of the writing-for-publication experience of an NNSE (nonnative speaker of English) doctoral student of physics. Situated broadly within the argument that written texts are sociopolitical artifacts, and drawing upon the notion of ''legitimate peripheral participation'' [Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.] and a social constructionist perspective on research writing, the study describes how the novice scholar's writing-for-publication process is influenced by the power-infused relationships between him and the institutional context where publication is a graduation requirement for the doctoral students, the supervisors who possess greater expertise and authority, as well as the gatekeepers of his target journals in the Centre. I conclude by supporting an incorporation in English for Academic/Research Purposes (EAP/ERP) classrooms discussions of the sociopolitical issues as revealed in the present study.