Clause |
Making Move?
(Y/N) |
Stances |
| Move 3, "Establish a Territory," Introduction 4 (*green = Stance Keywords) |
|
| 34 |
(N) anticipate C36 |
High Argumentative: to proclaim |
For researchers looking to contribute to this emerging conversation, as we know from designing our own research projects,
|
| 34.1 |
(N) anticipate C36 |
High Argumentative: to proclaim |
one has to creatively extrapolate from both fields to cobble together pedagogical and methodological strategies. |
| 35 |
(N) anticipate C36 |
High Argumentative: to proclaim |
Because such research draws on multiple methodological and disciplinary traditions, |
| 36 |
(Y) stating the value of the present research
|
Med Argumentative |
we believe that |
| 36.1 |
(Y) stating the value of the present research |
Non Argumentative |
a post-critical framework, as detailed by Patricia Sullivan and James E. Porter (1997), provided an appropriate methodological foundation for studying the various digital writing practices of L2 writers.
|
| 37 |
(N) support C36.1 |
High Argumentative: to proclaim |
Grounded in the field of digital writing, Sullivan and Porter have emphasized that ˇ§all methodology is rhetorical, an explicit or implicit theory of human relations which guides the operation of methodˇ¨ (p. 10). |
| 38 |
(N) support C37 |
NonArgumentative: to state fact |
They join others by challenging the traditional methodologies of the objective researcher. |
| 39 |
(N) support C38 |
NonArgumentative: to state fact |
The alternative they propose prompts researchers to construct transparent methodological designs, designs that reveal the researchersˇ¦ positions (ideological, theoretical, practical, physical). |
| 40 |
(N) anticipate 41 |
Tentative: to indicate a circumstance |
In this new millennium, when most writing (especially in academic contexts) means ˇ§electronic writingˇ¨ (Sullivan & Porter, 1997, p. 151) and |
| 40.1 |
(N) anticipate 41 |
NonArgumentative: to state fact |
diverse student populations bring global literacies to the university (as international students, immigrant students, and generation1.5 students), |
| 40.2 |
(N) anticipate 41 |
NonArgumentative: to state fact |
the inquiries about student populations and the writing technologies that they use are political discussions.
|
| 41 |
(N) support C36.1 |
High Argumentative: to proclaim |
A post-critical methodology encourages researchers to forefront these ideological issues in a research projectˇ¦s design. |
| 42 |
(Y) announcing present research descriptively
|
Tentative |
To further justify post-critical methods for digital/L2 writing research, we will detail Sullivan and Porter's argument |
| 42.1 |
(Y) announcing present research descriptively |
Tentative |
and (will) illustrate how this framework resonates with recent methodological discussions in both digital writing and L2 writing. |
| 43 |
(Y) announcing present research descriptively |
Non Argumentative |
After establishing a theoretical foundation for post-critical methods, we explain the implications of its application. |
| 44 |
(Y) announcing present research descriptively |
High Argumentative |
Although we recognize that |
| 44.1 |
(Y) announcing present research descriptively |
High Argumentative |
post-critical strategies provide only one of many useful methodological approaches for designing digital/L2 writing research projects, |
| 44.2 |
(Y) announcing present research descriptively |
Tentative |
we will demonstrate why these methods are a particularly appropriate starting point for such research. |
