Symposium on Second Language Writing 2009
Program
Workshop I – Thursday, November 5, 9:00-11:45, Gold
Treatment of Error in Second Language Writing
Session Chair: Tanita Saenkhum, Jill Yuching Yang, Arizona State University, USA
Presenter: Dana Ferris, University of California, Davis, USA
Abstract:As most second language writing instructors know, the treatment of error, variously known as "error correction," "grammar correction," or "written corrective feedback," has been a controversial topic for some years. Though researchers have not resolved all of the questions surrounding this pedagogical issue, the field is further along in its understanding than it was 15 years ago. Meanwhile, while researchers stew and argue, most teachers in the trenches still provide some form of feedback on errors to second language writers in their classes. This workshop will begin with a review of the issues and their implications for teaching but will focus most of its attention on the "how-tos": what techniques, approaches, and principles might teachers try (or have they tried), what seems to work (or not work) and why, and what questions remain unresolved or at least under-explored? Extensive time will be allowed for discussion and for practice/ application activities that participants can share in around the tables. This workshop is designed to be interactive and hands-on and to allow participants to contribute their experiences, their questions, their frustrations, and their concerns. While it is not quite a group therapy session for frustrated and burned-out writing teachers, it should be stimulating, thought-provoking, and practical.
A Sessions – Thursday, November 5, 9:00-10:15
A.1Thursday, November 5, 9:00-10:15, Yuma
Session Chair: Jiraporn Dhanarattigannon, Kasetsart University, Thailand
A.1.1Politeness, Cuteness and Conflict: Cultural and Philosophical Identity Clashes and Convergences for a Japanese Doctoral Student in Biophysics
Presenter: Marcia Buell, Northeastern Illinois University, USA
Abstract:Through textual analysis and interview data, this study explores how a Japanese doctoral student studying biophysics in the United States challenged discourse conventions in her ESL writing class and in a biophysics course, and how the resulting textual hybridity indexed a complex interplay in her ways of knowing.
A.1.2White Prestige Ideology and Identity: ESL Composition Class as a Site of Resistance and Accommodation
Presenter: Pei-hsun Emma Liu, Indiana University of Pennsylvania, USA
Abstract:This paper studies the role of identity and white prestige ideology as they impact ESL writers’ resistance to teaching authority in composition classes. The presenter qualitatively describes the process and factors forming oppositional tendencies as well as resources and resistance strategies against dominant authority employed by Taiwanese students in composition classes.
A.1.3Stop Babying Me! Using Authentic and Challenging Popular Culture Texts to Foster Proactive ESL Writers in the First-Year Composition Classroom
Presenter: Ebru Erdem, Arizona State University, USA
Abstract:Authentic and challenging popular culture texts should be used in the ESL first-year composition classroom, because they help students be more involved with the cultural events surrounding them and with the written texts that are reflective of these debates as well as the American writing traditions. Such engagement will lead to self-sufficient and proactive ESL writers.
A.2Thursday, November 5, 9:00-10:15, Pinal
Session Chair: Christina Ortmeier-Hooper, University of New Hampshire, USA
A.2.1Intervening to Help in the Bilingual Elementary Classroom: Researcher-Teacher Collaboration for Developing Metacognitively-Strong ESL Writers
Presenters: Lawrence Jun Zhang, National Institute of Education, Nanyan Technological University, Singapore
Donglan Zhang, National Institute of Education, Nanyan Technological University, Singapore
Abstract:Developing metacognitively-strong ESL writers in elementary schools has been highly regarded as an invaluable pedagogical goal in writing instruction. This paper reports a study describing the processes/strategies for: i) ESL teacher professional development; and ii) implementing a large-scale intervention project for helping ESL writers in elementary classrooms. Implications for other contexts are discussed.
A.2.2Teaching Elementary Writing Within (Socio)Linguistic Spaces
Presenter: Deborah Horan, University of Texas at Austin, USA
Abstract:This paper presents findings from a sequential mixed methods study which utilized survey (N=274) and case study (N=12) methodology to examine the ways in which composition theories from applied linguistics could inform the teaching practices and beliefs of elementary teachers across six states. Findings focus on teaching English language learners.
A.2.3Second Language Writing in New Mainstream Secondary Classrooms
Presenter: Kerry Enright, University of California, Davis, USA
Abstract:This paper examines “new mainstream” secondary classrooms as contexts for L2 writing development across subjects and tracks. It also considers how the presence of L2 writers in these classes influenced uses and roles of writing across the curriculum. Implications suggest reconceptualizing “mainstream” to reshape practices in teaching and research.
A.3Thursday, November 5, 9:00-10:15, Yavapai
Session Chair: Anthony Adawu, University of Maryland, College Park, USA
A.3.1Trained Peer Feedback: Low-Intermediate ESL Writers’ Revision Types
Presenter: Qi Zhang, University of South Florida, USA
Abstract:This study investigates low-intermediate ESL writers’ types of revisions and progress in adopting peer written feedback in a naturalistic ESL reading/writing classroom. The presenter talks about influence of peer feedback training, guided response sheets, and teachers’ comment on reviewers’ feedback on students’ revisions, and the pedagogical implications of findings.
A.3.2The Effect of Trained Peer Review on Argumentation and Fluency
Presenter: Lilian Mina, Cairo University, Faculty of Engineering, Egypt
Abstract:In the university argumentative writing classroom, peer review has been perceived as a way of improving students’ writing. This paper shows that trained peer review can improve students’ argumentative skills. The presenter will introduce new instruments, describe them and show how they can help in this regard.
A.3.3Assessing the Impact of Cognitive and Metacognitive Strategy Use on Performance on Three Academic Writing Tasks
Presenters: Robert Edwards, University of Sherbrooke, Canada
Françoise Bleys, University of Sherbrooke, Canada
Abstract:Part of a larger test development project aimed at providing a battery of diagnostic tests for students applying to undertake university studies in their second language, this paper presents a study of the effect of test taker control over a number of cognitive and metacognitive strategies on the completion of academic writing tasks.
A.5Thursday, November 5, 9:00-10:15, Coconino
Session Chair: Anita Chaudhuri, Arizona State University, USA
A.5.1Course Labels and Identities: A Study of Second Language Writing Classrooms
Presenter: Anita Chaudhuri, Arizona State University, USA
Abstract:The proposed study questions the usefulness of varied linguistic labels for first year composition courses that – (i) L2 learners are unfamiliar with, (ii) have negative connotations, (iii) do not match their abilities, and (iv) may conflict with their identities. It also considers what role linguistic labels play in placement practices.
A.5.2Discourse Patterns in G1.5 Student Writing: A Corpus-Based Comparison
Presenter: Mary Connerty, Penn State Erie, The Behrend College, USA
Abstract:This presentation will focus on results of a corpus linguistic study analyzing salient semantic and lexico-grammatical features in G1.5 student essays as compared to traditional ESL and NES student writing.Results indicate that G1.5 students show marked discourse features in their writing, different from the other student groups.
A.5.3The Relationship Between Advance Planning and ESL Writing
Presenter: Mark Johnson, Northern Arizona University, USA
Abstract:Students’ writing plans were examined to determine features of planning associated with writing quality. Results indicated significant relationships between several planning features and components of teachers’ evaluation of students’ writing. The findings suggest that explicit instruction in planning positively influences students’ writing.
A.6Thursday, November 5, 9:00-10:15, Apache
Session Chair: Kathryn Aguilar-Trejo, Arizona State University, USA
A.6.1Lexical Bundles in Second Language Writing
Presenters: Myung Hye Huh, Korea University, Korea
Seonghee Choi, Kyonggi Institute of Technology, Korea
Abstract:This study analyzes a corpus of second language (L2) writing to identify four-word lexical bundles used by college students. Specifically, this study provides structural analyses of four-word bundles identified in the corpus of L2 writing as well as an analysis of the functions performed by these bundles with the examples of their use in context.
A.6.2Lost for Words? The Strategic Use of the L1 in Lexical Searches in L2 Composing
Presenters: Liz Murphy, Universidad de Murcia, Spain
Julio Roca de Larios, Universidad de Murcia, Spain
Abstract:This study explored the strategic use of the L1 by an advanced group of Spanish EFL learners solving lexical problems in two different tasks. We analyzed the effect of task difficulty on the number and type of lexical problems tackled and categorized the purposes for which the L1 was used.
A.6.3Faculty Expectations of Writing in Content-Area Classes
Presenter: Nur Yigitoglu, Georgia State University, USA
Abstract:This study investigates specifics of assignments in writing assignments in content-area classes at a large U.S. university and examines requirements and faculty expectations in writing assignments given across curriculum. The intent is to inform ESL teachers on how to best prepare students for writing assignments at U.S universities.
A.7Thursday, November 5, 9:00-10:15, Navajo
Session Chair: Ryan Skinnell, Arizona State University, USA
Featured Session:Teaching Towards Diversalité in English: Putting English in Translation
Presenters: Bruce Horner, University of Louisville, USA
Min-Zhan Lu, University of Louisville, USA
Abstract:The presenters will use recent scholarship on ELF communication (Canagarajah, Higgins, House, Rubdi and Saraceni, Sifakis) to argue for, and identify principles of, English writing pedagogy aimed at directly countering students’ and teachers’ monolingualist dispositions. We describe strategies by which, alternatively, English writing instruction can develop dispositions embracing diversalité (Confiant) by treating English as always already “in translation” (Pennycook).
B Sessions – Thursday, November 5, 10:30-11:45
B.1Thursday, November 5, 10:30-11:45, Yuma
Session Chair: Brian Guthrie, Purdue University, USA
B.1.1Writing Collaboratively: a Peek into the Complexity of Molding a Single Text
Presenter: Joan Valenzuela, Universiti Teknologi Petronas, Malaysia
Abstract:This case study paints a vivid picture of the scenes unfolding within a group of novice writers in English as they attempt to compose a single text. It probes the identity negotiation and power relations that naturally occur in collaborative writing and present implications for second language writing teaching practices.
B.1.2Using Ethnography to Teach English Academic Writing in China
Presenter: Kyle McIntosh, Purdue University, USA
Abstract:This paper highlights the rewards and challenges of using ethnographic practices such as observation, conversation, and documentation to help undergraduate English students at a Chinese university develop better planning, research, and overall academic writing skills, as well as provide insight into the beliefs and practices of other “small” cultures.
B.1.3Nurturing Independent Writers in an Introductory Composition Course for International Students: A Case Study of Multimodal Learning Environments, Course Outcomes, and Student Self-Assessment
Presenters: Elena Lawrick, Purdue University, USA
Fatima Esseili, Purdue University, USA
Abstract:This presentation reports on a one-semester case study of instruction in an introductory composition course for international students.Findings show that multiple modes of instruction and teacher’s familiarity with rhetorical and textual features of World Englishes create confident and independent writers capable of making informed,effective rhetorical and linguistic choices.
B.2Thursday, November 5, 10:30-11:45, Pinal
Session Chair: Tony Cimasko, Miami University, USA
B.2.1Learning What to Look for: Genre in First Year EAP
Presenter: Hyunju Lee, The Ohio State University, USA
Abstract:This presentation will describe genre learning in first year graduate-level EAP classes. The cases reveal what aspects of genre writing were initially visible to the students, what were not, and how they progressed from there. By showing the rich and complex nature of learning genre, the study gives much needed insight for ESP/EAP writing instruction (Cheng, 2006).
B.2.2Core and Periphery: Opportunities for Innovation by L2 Writers in a Disciplinary Genre
Presenter: Tony Cimasko, Miami University, USA
Abstract:Engaging with established discourse norms, L2 writers may also find opportunities to successfully incorporate features from their home languages into research papers. Instances of successful use of L1 in L2 writing can help identify where adherence to norms is required in research writing, and where writer innovation is possible.
B.2.3Exploring Genres and Mediated Actions in EFL Students’ Blog Writing
Presenter: Ching-Fen Chang, National Chiao Tung University, Taiwan
Abstract:The paper reports a case study examining 30 Taiwanese college students’ blog writing from genre analysis and Activity theory. Data were collected from students’ blogs, a questionnaire, and an interview. The results showed that their English proficiency and the situated factors highly affected their blog writing.
B.3Thursday, November 5, 10:30-11:45, Yavapai
Session Chair: Flurije Salihu, Arizona State University, USA
B.3.1Powers: Peer Online Writing EFL Reviewers
Presenter: Christine Rosalia, New York University, USA
Abstract:This presentation examines the benefits that EFL peer reviewers received when they gave feedback on academic writing in a peer online writing center. A mixed-method approach compares how electronic advice co-construction improved POWERS’ persuasive writing proficiency, self-regulation and the quality of the feedback they gave over a comparison group.
B.3.2Comparing Type of Feedback and Processing Mode: Pair Versus Individual Processing of Feedback on Writing
Presenter: Neomy Storch Storch, University of Melbourne, Australia
Abstract:Our study investigated the effect of type of feedback (reformulations versus editing symbols) and how feedback is processed (individually versus in pairs) on learners’ writing. Our findings suggest that pair processing of feedback promotes greater accuracy in the long term and when the feedback is in the form of reformulations
B.3.3Writing Together for the Future
Presenters: Kyung-Hee Bae, University of Houston, USA
Bobbie Chun, University of Houston, USA
Abstract:Using results from pre- and post- course surveys and objective assessment, the presentation discusses the effects of using near-peer tutors in collaborative work in a discipline-specific writing course. Preliminary results suggest that utilizing near-peers may empower L2 writers to engage critically in their chosen discourse community and become successful members.
B.4Thursday, November 5, 10:30-11:45, Santa Cruz
Session Chair: Melinda Reichelt, University of Toledo, USA
B.4.1A Comparative Study of ESL and EFL University Students’ Writing Goals
Presenter: Florentina Nicolás Conesa, Murcia University, Spain
Abstract:This paper presents a study about writing goals of University EFL students with a view to comparing them to the goals reported in ESL contexts. Data collection and analysis base on the protocols and operationalisation of ESL studies. Our findings may be relevant from a theoretical and pedagogical standpoint.
B.4.2The Influence of Study Abroad Periods on EFL Writing Processes and Products
Presenter: Sonia Lopez-Serrano, Murcia University, Spain
Abstract:This study explored the influence of study abroad and at home learning contexts on EFL students’ L2 writing processes and products. Results indicate that the development of writing competence is more dependent on how students learn to write and what type of writing practice they engage in than on the learning context itself.
B.4.3Between Englishes: Chinese Students Preparing to Study in North America & What They Want from Writing Instruction
Presenter: Joel Hartse, University of British Columbia, Canada
Abstract:This qualitative project seeks understand what Chinese college students who plan to go on to graduate studies in North America want from English writing instruction in China. It consists of data gathered at a major university in China, and offers an analysis of these student perspectives from a World Englishes framework.
B.5Thursday, November 5, 10:30-11:45, Coconino
Session Chair: Rachel Reed, Auburn University, USA
B.5.1Towards a Better—and More Useful—Understanding of English Articles via Corpus Analysis
Presenter: Heather Robinson, York College/City University of New York, USA
Abstract:This presentation explores the semantics of English’s system of definiteness, using the American National Corpus of spoken and written texts. In addition to providing a more detailed understanding of the English article system in speech and writing, I also explore the pedagogical implications and usefulness of this type of analysis.
B.5.2An Investigation of Metaphors in L2 Writing: A Corpus-Based Approach
Presenter: Lingxia Jin, University of Arizona, USA
Abstract:The study aims to test the metaphor theory proposed by Lakoff and Johnson (1980) by using a learner corpus and a native English speaker corpus. Two most frequent verbs in the learner corpus are examined: MAKE and GET. The study sheds light on how learners express abstract concepts in L2 writing.
B.5.3Linguistic Features and Writing Quality of EFL Essays
Presenter: Masumi Narita, Tokyo International University, Japan
Abstract:The relationship between twelve linguistic features and L2 writing quality was investigated. The linguistic features were selected from developmental indices in fluency, complexity, and accuracy measures of L2 text. Positive predictors of L2 writing quality were text length, average sentence length, and Guiraud index as a lexical diversity measure.
B.6Thursday, November 5, 10:30-11:45, Apache
Session Chair: Ann Corney, Elsevier Ltd.
Featured Session:How to Write for Academic Journals
Presenters: Liz Hamp-Lyons, Assessing Writing, Journal of English for Academic Purposes
Ilona Leki, Journal of Second Language Writing
Rosa Manchon, Journal of Second Language Writing
Abstract:This Publishing Workshop aims to provide guidance and insights on how to get published in academic, peer reviewed journals. It will also address the peer-review process and provide an opportunity for a question and answer session with the journal Editors of Journal of Second Language Writing, Assessing Writing and Journal of English for Academic Purposes.