Three ESL students writing a policy paper assignment: An activity-analytic perspective

How university students write from sources has been an issue of long-standing interest among researchers of advanced academic literacy. Previous research in this regard in the context of L2 writing has tended to focus on novices' textual borrowing; less attention has been given to exploring the potential light that theories from other intellectual domains may shed upon students' process of source-based academic writing. The study to be reported in this paper used activity theory as an analytic tool to examine three ESL students' activities of fulfilling a policy paper assignment at a university in Hong Kong. In the paper I present a description of the activity system concerned and its internal contradictions, characterize the sequences of actions that constituted the individual students' activities, and analyze the students' source-use practices in terms of their efforts to address a set of source-bound systemic tensions. At the end of the paper I propose a few lines of future explorations using activity theory as a heuristic to study literacy activities in academic contexts.

► Draws upon activity theory to examine three ESL students' process of writing from sources.
► Describes the activity system concerned and systemic internal contradictions.
► Characterizes the sequences of actions that constituted the individual students' activities.
► Analyzes the students' source-use practices in addressing source-bound systemic tensions.