Publication Type

Journal Article

Version

publishedVersion

Publication Date

1-1999

Abstract

Our article takes up Joy Reid's (1996) proposal that second sentences deserve a second look in academic writing research and pedagogy. Reid's data and commentaries indicate that second sentences, the sentences following topic sentences, make important but generally underrated contributions to the (in)coherence of students' written paragraphs. Her study, in a U.S. university, found that English as a second language (ESL) student writers often developed paragraphs that did not meet the expectations of experienced native English speaker (NES) readers. We offer a contextualized critique and partial replication of Reid's exploratory study. Our research, in Singapore, investigates second sentence writing by English-knowing bilingual (EKB) students, and the expectations of experienced EKB academic readers. A comparison of our findings with Reid's yielded differences on the same three prompts as in the original study. These results lead us to conclude that our student writer sample is interestingly distinguishable from Reid's NES and ESL groupings. Special attention will be paid to responses, both by students and by academic readers, which did not conform to Reid's expectations for paragraph development in second sentences. Our discussion pursues questions about local and global coherence in academic writing, including expectations about topic development, and suggests implications for an investigative writing pedagogy.

Discipline

Business | English Language and Literature

Research Areas

Corporate Communication

Publication

Journal of Second Language Writing

Volume

8

Issue

1

First Page

77

Last Page

97

ISSN

1060-3743

Identifier

10.1016/s1060-3743(99)80113-1

Publisher

Elsevier

Copyright Owner and License

Publisher

Additional URL

https://doi.org/10.1016/s1060-3743(99)80113-1

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