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Synthesizing twenty-five years of the most significant and
influential findings of published research on second language
writing in English, this volume promotes understanding and provides
access to research developments in the field. Overall, it
distinguishes the major contexts of English L2 learning in North
America, synthesizes the research themes, issues, and findings that
span these contexts, and interprets the methodological progression
and substantive findings of this body of knowledge. Of particular
interest is the extensive bibliography, which makes this volume an
essential reference tool for libraries and serious writing
professionals, both researchers and practitioners, both L1 and L2.
This book is designed to help researchers become familiar with the
most important research on this topic, to promote understanding of
pedagogical needs of L2 writing students, and to introduce graduate
students to L2 writing research findings. It is organized in three
sections: Contexts for L2 Writing, covering research on L2 writers'
in school settings, in community, workplace, and professional
environments, and in respect to ideological issues; Instruction and
Assessment, focusing on pedagogical and assessment issues within
courses and institutions; Basic Research on Second Language
Writing, reviewing basic empirical research on L2 writers,
composing processes, and texts. A Synthesis of Research on L2
Writing in English is intended for L2 writing researchers world
wide, L2 writing practitioners, graduate students in TESOL methods
courses, L1 English writing professionals and practitioners, and
graduate students in teacher education courses in literacy
development, as well as writing centersserving the growing number
of L2 writers using those services.
This is the first book-length study of bilingual, international,
and immigrant college students that attempts to fully embed their
academic writing experiences within the broader frame of their
personal histories, the human context of their development, and the
disciplinary contexts of their majors. It addresses the questions:
How useful are these courses for the students who are required to
take them? What do the students carry with them from these courses
to their other disciplinary courses across the curriculum? What
happens to these students after they leave ESL, English, or writing
classes?
Drawing on data from a 5- year longitudinal study of four
university students for whom English was not their
strongest/primary language, it captures their literacy experiences
throughout their undergraduate careers. The intensive case studies
answer some questions and raise others about these students'
academic development as it entwined with their social experiences
and identity formation and withthe ideological context of studying
at a U.S. university in the 1990s.
This study is revealing for teachers of writing to native English
speakers and for those who teach ESL, bilingual, international,
immigrant, L2, or non-native English speaking (NNES) students. This
long list of qualifiers hints at the complexities inherent in the
latter group of students' status in English-dominant countries like
the U.S. and the difficulty of finding appropriate, adequate, and
non-limiting ways to refer to them as a group beyond their status
in political terms or the stage of their English language
proficiency. In fact the findings of this study highlight its
suggestionthat grouping itself is a problem.
This is a must-read volume for present and future writing teachers,
compositionists, writing researchers, and second language studies
professionals.
This is the first book-length study of bilingual, international,
and immigrant college students that attempts to fully embed their
academic writing experiences within the broader frame of their
personal histories, the human context of their development, and the
disciplinary contexts of their majors. It addresses the questions:
How useful are these courses for the students who are required to
take them? What do the students carry with them from these courses
to their other disciplinary courses across the curriculum? What
happens to these students after they leave ESL, English, or writing
classes?
Drawing on data from a 5- year longitudinal study of four
university students for whom English was not their
strongest/primary language, it captures their literacy experiences
throughout their undergraduate careers. The intensive case studies
answer some questions and raise others about these students'
academic development as it entwined with their social experiences
and identity formation andwith the ideological context of studying
at a U.S. university in the 1990s.
This study is revealing for teachers of writing to native English
speakers and for those who teach ESL, bilingual, international,
immigrant, L2, or non-native English speaking (NNES) students. This
long list of qualifiers hints at the complexities inherent in the
latter group of students' status in English-dominant countries like
the U.S. and the difficulty of finding appropriate, adequate, and
non-limiting ways to refer to them as a group beyond their status
in political terms or the stage of their English language
proficiency. In fact the findings of this study highlight its
suggestion that grouping itself is a problem.
This is a must-read volume for present and future writing teachers,
compositionists, writing researchers, and second language studies
professionals.
'I applaud the authors for this sizeable undertaking, as well as
the care exercised in selecting and sequencing topics and
subtopics. A major strength and salient feature of this volume is
its range: It will serve as a key reference tool for researchers
working in L2 composition and in allied fields.' - John Hedgcock,
Monterey Institute for International Studies Synthesizing
twenty-five years of the most significant and influential findings
of published research on second language writing in English, this
volume promotes understanding and provides access to research
developments in the field. Overall, it distinguishes the major
contexts of English L2 learning in North America, synthesizes the
research themes, issues, and findings that span these contexts, and
interprets the methodological progression and substantive findings
of this body of knowledge. Of particular interest is the extensive
bibliography, which makes this volume an essential reference tool
for libraries and serious writing professionals, both researchers
and practitioners, both L1 and L2. This book is designed to allow
researchers to become familiar with the most important research on
this topic, to promote understanding of pedagogical needs of L2
writing students, and to introduce graduate students to L2 writing
research findings.
While taking students through the writing process, this book also
teaches attention to form, format, and accuracy. The Instructor's
Manual provides chapter summaries and teaching suggestions for the
Student's Book.
By emphasizing the academic applications of writing by exploring processes and strategies, this text helps students produce, prepare, and polish their writing.
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