English Australia Journal : English Australia Journal 31.2
Volume 31 No 2 49 English Australia Journal Students are required to investigate a social inclusion issue, critically summarise the research (critical summary), report on their issue (information report, group presentation), problem-solve and persuade their audience to respond and remediate the issue (persuasive essay). This study examines 16 students’ texts representing each of the three AC units (i.e . , ACBE, ACSC, and ACSH). Two texts were collected from each student, one from a mid- semester task (i.e., business report, research report or literature review) and one from a final task (i.e . , persuasive or explanation essay). Among the 16 participants, there is an equal balance of English as a first language (English L1) learners and English as an additional language (EAL) learners. The EAL learners represent five different language backgrounds and the texts are coded according to the type of task (i.e ., Business Report as BR, Research Report as RR, Literature Review as LR, Persuasive Essay as PE and Explanation Essay as EE), as illustrated in Table 1. Table 1 Participant Language Background and Assignment Codes Language Background Identification Number AC Unit Mid Semester Task Final Task English 0005 ACSH LR PE English 0011 ACSH LR PE English 0046 ACSC RR EE English 0052 ACSC RR EE English 0086 ACBE BR PE English 0088 ACBE BR PE English 0101 ACBE BR PE Korean 0124 ACSH LR PE English 0129 ACBE BR PE Mandarin 0163 ACBE BR PE Mandarin 0169 ACBE BR PE Mandarin 0204 ACSC RR EE Arabic 0209 ACSC RR EE Bahasa Indonesian 0231 ACBE BR PE Bahasa Indonesian 0246 ACBE BR PE Teochew 0248 ACSH LR PE In selecting an equal representation of English L1 and EAL students, the aim is not to propagate or essentialise ‘culturally conditioned views of plagiarism’ (Flowerdew & Li, 2007, p. 166). Instead, the goal for analysing both L1 and EAL student texts is to identify any patterns of reliance distinct to participants’ L1 background and to identify possible obstacles associated with either learner group.
English Australia Journal 31.1
English Australia Journal 32.1