1

PRWR 6750 Teaching Writing to Students of Other Languages Fall 2009

Course Goal

The primary goal in this course will be to explore major issues in second language writing. Particular emphasis will be given to working with second language writers in instructional contexts, but the course will also explore issues in second language writing in other settings.

Course Objectives

 understand the process of acquiring a second language vis-à-vis writing

 trace the history of second language writing theory

 understand characteristics of second language writers

 explore various second language writing pedagogies

 analyze major issues in second language writing pedagogy: feedback, grammar correction,

assessment, placement, and curriculum modifications

 analyze contrastive rhetoric and its implications in second language writing

 examine political and ideological implications in second language writing (particularly

reactions to second language writing)

 explore issues in second language writing outside traditional instructional settings

Catalogue Description

3-0-3. Prerequisite: Admission to the MAPW program, or permission of the Graduate Program Director.

The study of the theories and practices in the teaching writing to ESL writers. Emphasis will be placed on second language acquisition of writing skills and ESL composition techniques and principles for various ESL writing situations.

Texts

Casanave, C. (2004). Controversies in second language writing: Dilemmas and decisions in research and

instruction. Ann Arbor: The University of Michigan Press.

Reid, J. (2008). Writing myths. Applying second language research to classroom teaching. Ann Arbor: The University of Michigan Press.

Rodriguez, R. (1982). Hunger of memory: The education of Richard Rodriguez. New York: Bantam.

Articles on reserve

Course Policies

(1) Attendance/Participation

You are expected to attend all class sessions and actively participate with thoughtful and informed comments. Please let me know if you need to miss a class due to some unforeseen circumstance.

(2) Written Assignments

All written work must be typed, double-spaced, with one inch margins on all sides. Late work will not normally be accepted. I prefer if you would use APA style for documentation, but MLA is also acceptable.

Plagiarism

Knowingly plagiarizing a paper is a serious breach of University policy. It will result in a zero in that assignment. Please consult university policies or me if you have any questions.

Academic Integrity:

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement.

Description of Assignments

Book review (25%)

We will work in class on locating recent texts that deal with ESL writing as well as articles. I want you to analyze a book or article on L2 Writing and write a 2-3 page critical analysis.

Issue paper (25%)

Take one issue that we have discussed in class and decide where you stand on this issue. Write a ten page paper defending your position. You are encouraged to use outside sources as well as material from class.

Class observation (20%)

Find an ESL writing class and ask permission to observe a class. Describe what you saw and any issues. This is somewhat difficult because you only have one class to observe. You may also want to supplement with a short interview with the teacher.

Reflective Essays (10%)

After the first five classes, I want you to write a response. You may be in total agreement or disagreement with our readings for those classes and/or with our discussions. Write why you agree or disagree. No outside research is necessary. The reflective essays should be two to three pages.

Correcting a paper (10%)

I will give you an authentic essay written by an ESL student. I want you to give feedback and then write a two page rationale as to why you corrected it the way you did.

Participation (10%)

This includes preparing assigned readings and participating in class discussion. You are also required to send ONE SINGLE QUESTION on to my email each week that deals with the reading for that week. The question can ask for clarification. It can be philosophical in nature. It can problematize an issue. But it must be one single question. The question should be sent by Sunday 10:00 pm

Course Schedule

Date Topic Readings Due Written Assign. Due

Aug 19 / Introductions, Course Policies
Aug 26 / Grammar/correction issues
Paths to improvement /
  • Review Article:The Case Against Grammar Correction in L2 Writing Classes
  • The Case for Grammar Correction in L2 Writing Classes: A Response to Truscott
  • The effect of error correction on learners’ ability to write accurately
  • Casanave 1-25

Sept 2 / Contrastive Rhetoric
History of L2 Writing /
  • Cultural Thought Patterns in Inter-Cultural Education
  • Casanave 26-62
  • Standard English: What it isn’t

Sept 9 / Political and Ethical Issues /
  • Casanave 195-225
  • On the Ethical Treatment of ESL Writers (reserve)
  • Comments on Tony Silva’s “On the Ethical Treatment of ESL Writers” (reserve)

Sept 16 / Policy Statement
Feedback /
  • CCCC Statement on Second-Language Writing and Writers
  • Casanave 63-98

Sept 23 / Reflective Essay
Feedback Assignment / Reflective Essay
Feedback Assignment
Sept 30 / An educational autobiography / Hunger of Memory
Oct 7 / Assessment /
  • Casanave 112-154
  • Error gravity: A study of faculty opinion of ESL errors (reserve)
/ Book or Article Review
Oct 14 / Myths about L2 Writing /
  • Reid 1-114

Oct 21 / Myths about L2 Writing /
  • Reid 115-199

Oct 28 / Texts and Tasks
Sharing of Book Reviews /
  • Literature and L2 Composition: Revisiting the Debate (reserve)

Nov 4 / TBA
Nov 11 / Sharing of class observations / Class observation
Nov 18 / TBA
Nov 25 / No class
Dec 2 / Class assessment / Final Paper due
Dec 9 / Exam day