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Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

McKinley, J; (2015) Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing. Critical Inquiry in Language Studies , 12 (3) pp. 184-207. 10.1080/15427587.2015.1060558. Green open access

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Abstract

This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains the interrelationship between the elements of cultural practices in academic discourse, writer identity, and critical thinking, and argues how this is influenced by the sociocultural values of academic discourse. This interrelationship is realized by viewing EFL writing through a social constructivist lens, showing how critical thinking processes are shaped by awareness of the sociocultural conventions of academic discourse, and how critical thinking arises from a writer identity aligned with the culture of English academic writing.

Type: Article
Title: Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/15427587.2015.1060558
Publisher version: https://doi.org/10.1080/15427587.2015.1060558
Language: English
Additional information: peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=hcil20
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10058047
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