| Presenter |
Title |
Abstract |
| Aylin
Atakent |
The Effects of
Knowing English Rhetoric on Turkish Students' L1 Writing |
This paper presents
a study carried out at an English medium university in Turkey. It
focuses on the effects of teaching English rhetorical pattern on Turkish
students' first language expository writing. Anyone interested in the
study of contrastive rhetoric is welcome! |
| Joel
Bloch |
The
Threshold in ESL Composition |
This
paper will examine how new technologies may affect second language
writers. Based on our recent research the paper will review (1)
introducing computers into L2 classrooms; (2) the role of synchronic and
asynchronic discourse; (3) the use of webpage design, and (4) new
developments in intellectual property. |
Colleen
Brice and
Lisa Newman |
The
Case Against Grammar Correction in Practice: What Do Students Think? |
This
paper presents a study that investigated ESL students’ reactions to
feedback practices that excluded attention to error in an introductory
university writing course. Based on questionnaire data, interviews with
students, and analysis of student writing, the researcher discusses the
effects of the feedback practices on students and their writing. |
| Yuh-Fang
Chang |
EFL
Teacher's Responses to L2 Writing |
The
presenter begins by reviewing the research on faculty's responses to
error in L2 writing. Following that will be a discussion of the research
outcomes. Most research investigated ESL faculty's responses to L2
writing. This study is to examine the EFL teacher's reactions to the
academic writing of NNS students. |
| Nobuko
Chikamatsu |
The
Effects of Computer Usage on L2 Japanese Writing Proficiency |
The
present paper discusses the effects of computer usage on learner writing
proficiency, focusing on Japanese E-mail correspondence. The results of
student survey and writing tests (vocabulary and essay tests given in
computer-writing and hand-writing settings) are discussed to investigate
learners' attitudes and writing efficiency on computer usage. |
| Yeonsuk
Cho and Fred Davidson |
The
Use of Process-Oriented Assessment in Large-Scale ESL University
Placement Testing |
The
study examines the use of a process-oriented writing test in a
large-scale time-constrained setting. Examinees' performance on the
product-oriented vs. process-oriented tests will be compared for
analysis. Questionnaires are given to students to examine the extent to
which the process-oriented measure facilitates their writing process and
its effect on their final writing product. |
MaryAnn
Crawford,
Leslie Grant, and
Shinji Okumura |
Tutoring,
Training, and Teaching: Writing Center as TESOL Practicum |
This
presentation will bring together the Writing Center Director, a MA-TESOL
faculty member, and a second-language graduate student to address: how
writing center work can enhance TESOL programs, the importance of
experiences in teaching writing in a TESOL curriculum, and the influence
of the writing center work on one student's understandings of writing
and teaching writing. |
| Avon
Crismore |
Teaching
EFL University Students to Read and Write Critically |
EFL
(and ESL) students can learn to read and write texts critically by using
certain strategies. The strategies include annotating, responding to
texts in journals as they critique the content and the author’s
writing/rhetorical strategies and document design. They personally write
to authors about their critiques and suggestions. |
| Deborah
Crusan |
Effective
ESL Assessment |
Although
assessment practices for ESL composition course placement centering on
the direct/indirect dichotomy have been frequently debated, little
quantitative evidence exists regarding this dichotomy. This presentation
offers results clarifying the need for institutions to rethink
assessment for placement measures used for ESL students since crucial
judgments often seriously impact students’ lives. |
Dana
Ferris and
Barrie Roberts |
Treatment
of Written Error by ''Ear'' Learners: How Much is Enough? |
This
paper reports on the ability of 100 immigrant ESL writers to edit their
papers after receiving one of three different treatments: No feedback,
feedback with errors marked and coded by type, and feedback with errors
marked but not coded. The control group was unsuccessful at self-editing
most errors, but there were no significant differences between the other
two treatment groups. |
| Mayumi
Fujioka |
Utilization
and Non-Utilization of Peers in English Academic Writing by Japanese
Students |
Focusing
on Japanese graduate students at an American university, this study
examined whether students asked peers to read drafts of their written
assignments for disciplinary courses and, if so, what they learned from
their peers. Longitudinal data included open-ended interviews, drafts
and final submissions. |
| Gail
Hapke |
"Trade
E for J": Second-Language Writing Online |
Japanese
participants in the educational forum Japanese-Online choose to teach
and to learn in a manner that is quite different from the “rote
memorization,” rule-intensive stereotype of Japanese language
education. Rather they rely on developing both communal and personal
relationships with native speakers of English through the use of
second-language writing and, in turn, use those evolving relationships
to help them develop their English language skills. In my presentation,
I wish to demonstrate and analyze the broad range of self-chosen
learning and teaching methods employed within this paradigm and to
assess the potential implications for formal pedagogy through such
written exchanges. |
| Anita
Hernandez |
The
Writing of First- and Second-Language Fifth-Grade Students: Teachers'
Beliefs and Students' Proficiencies |
This
presentation summarizes findings from a study, in which I describe and
analyzed the writing proficiencies of first- and second-language
students at a critical time--the end of elementary school. Examining
writing along several dimensions provided a nuanced description of
students' writing repertoires, especially those second-language writers
considered weak. |
| Yi-ping
Hsu |
Writing
Chinese as a Second Language: Implications for Contrastive Rhetoric and
Pedagogical Practice |
This
study investigates how similar and dissimilar discourse patterns in
English and Chinese affect American college students' Chinese writing,
using data collected from Chinese language learners in a large U.S.
university. The paper will present the characteristics of these
students' Chinese as a foreign language writing (CFL writing), and then
provide a comparison between this CFL writing and the existing research
on Chinese students' ESL writing. The results are discussed in the
context of their pedagogical implications with particular regard to
curriculum design and teaching techniques. |
Sunny
Hyon and
Kellie Rayburn |
Are
They So Different?: Evaluating Intersections Between Native Speaker and
ESL Basic Writers |
This
paper compares native speaker and immigrant ESL students in university
basic writing classes. Drawing on data from a multiple-section exit
portfolio assessment, the presenters examine linguistic and rhetorical
features of the two populations' portfolios, highlighting areas in which
they share instructional needs. |
| Georgette
Jabbour |
The
Threshold in ESL Composition |
This
paper argues for teaching ESL composition by patterns using corpus
linguistics tools. There are two benefits in the use of this procedure.
The first is that writing becomes faster since there will not be a need
to recall the grammar rules and vocabulary items as two separate
entities. The second is that with corpus linguistics a much larger
number of patterns can be elicited, thus making the writing environment
a much richer one. Some illustrative work will be presented. |
| Ulrike
Jannausch |
A Case
Study of Native Speakers of English Composing in German |
This
study explores the writing processes of six college students, who
produced think-aloud protocols while composing in German as a foreign
language. Results showed that most participants engaged in very little
global planning; that they used their L1 extensively to plan, generate
ideas, and revise; and that grammar and vocabulary issues received more
attention than content. |
| Wenjun
Jin |
A
Quantitative Study of Cohesion in Chinese Graduate Students' Writing:
Variations Across Genres and Proficiency Levels |
This
study presents quantitative analyses of the cohesion of the academic
writing of Chinese ESL graduate students by applying Halliday and
Hasan's (1976) model. The results of the analyses indicate that personal
reference, temporal conjunctions and lexical repetition were strongly
favored in all three genres and by both proficiency groups. However, the
advanced group employed significantly more cohesive ties than did the
intermediate group. |
| David
Johnson |
Reconsidering
the Unthinkable: Process Writing in the Foreign Language Classroom |
This
presentation will present the results of a study focusing on the place
of writing in a university foreign language program. Specifically, it
will analyze three instructors’ (French, German, Spanish) use and
implementation of process writing in their curriculum. |
| Shingjen
Jyang |
Behaviors
and Strategies of 4 Taiwanese Graduate Students in 2nd Language
(English) Academic Writing |
A case
study investigating writing behaviors and strategies of four Taiwanese
graduate students' L2 English composing processes in an English-language
academic community. The results suggest that personal, task, and
strategy variables are all significant factors in successful L2 writing
performance. |
| Robert
Kantor |
TOEFL
Online Essay Scoring on the Eve of the Asia Rollout (Poster) |
This
session will describe the technology used to deliver TOEFL essays to
online raters in scoring centers and via the Web, rater training and
monitoring, and the challenges and successes of the past two years of
online essay scoring and prospects for a 50% increase in volume in
October 2000. |
| Andreas
Karatsolis |
Narrative
Strategies of Opening Paragraphs in Expository Writing |
This
paper presents the results of a study aimed towards the understanding of
the difficulties international students face in the adoption of a linear
model of essay development, especially as this relates to opening
paragraphs. It is shown that Asian students do not prefer the Western
model, but also that all groups of participants indicate a preference
for the narrative model, which is closer to commonly shared literacy
practices. |
Py
Kollberg,
Eva Lindgren, and
Kirk Sullivan |
Writing
FL English at High School: A Comparison with L1 Swedish |
This
paper longitudinally compares and contrasts the writing development and
discourse structure in the L1 and the EFL of young writers. It focuses
upon spelling, grammar and rhetorical problems and posits the degree to
which the FL is the cause of writing problems over and above those which
exist in the L1 context. |
| Barbara
Kroll |
What
ESL Students Want Teachers to Know |
Using
survey data, this paper reports on how ESL students perceive their own
needs in terms of what they would like their teachers to know and do.
Teachers have a duty not merely to provide well-designed courses for
their students, but they should also listen to how students view their
own learning issues. |
| Michael
Lessard-Clouston |
Technical
Vocabulary Use in ESL/NES Disciplinary Writing |
Research
reveals the importance of technical vocabulary in disciplinary writing.
This paper investigates the quantitative and qualitative use of target
vocabulary in the written exams and term papers of five ESL and seven
NES students during their first term at a graduate school of theology in
Canada. |
| Jiang
Li |
The
Mediation of Technology: A Comparative Study of Computer-Assisted ESL
Writing |
Twenty-one
ESL writers wrote two compositions—one on a computer and the other
with pen and paper. It was found they paid more attention to
higher-order thinking while evaluating their written texts, revised more
at most levels, and achieved better quality in argumentation, linguistic
accuracy, and linguistic appropriacy in the computer session. |
| Susanna
Yee-Ling Lo |
Fostering
Higher Order Competence in Second Language Academic Writing: Uniting
Text, Cognition and Context |
This
study used a modeling and evaluation approach through procedural
facilitation (Bereiter & Scardamalia, 1987) of five thinking prompts
(Cumming, 1995) in the form of one-to-one tutoring to assess whether
significant differences appeared before and after the strategy training
over five months in: (1) the qualities of content, discourse
organization and language use in ESL engineering students' written
texts; (2) the content and complexity of their thinking while composing;
and (3) knowledge-transforming behaviors as they wrote in English. |
Yi-Hsuan
Gloria Lo and
Jan Buckwalter |
Writing
in Chinese and English: Emergent Biliteracy Development |
This
presentation discusses the interplay between the emerging nature of
simultaneous English and Chinese writing development of a five-year-old
Taiwanese boy prior to formal instruction. Conclusions and implications
from analysis of six months of data from weekly writing samples, field
notes, and interviews will be presented. |
| Jessie
Moore |
An
Inclusive Classroom: Making Cultural Studies Based Writing Classes
Cross-Cultural |
Cultural
studies in freshman English classes rarely means cross-cultural studies.
By analyzing a recent introductory writing text with a cultural studies
emphasis, the presenter will demonstrate a need for cross-cultural
awareness in cultural studies classrooms that include international
students. The presenter also will provide ideas for improving
cross-cultural awareness. |
| Frank
A. Morris |
Comparing
L1 and L2 Writing Strategies of Advanced Non-Native Writers: A Case
Study of 10 Advanced Writers of Spanish as a FL. |
The
current study set out to assess and compare the L1 and L2 writing
strategies of 10 advanced learners of Spanish who were native English
speakers and who possessed excellent L1 writing expertise. It was
concluded that learners' L1 writing strategies were successfully
transferred to L2 writing. |
| Akemi
Nagasaka |
Japanese
Students' Reactions to and Perceptions of Feedback: Analyses of Journal
Entries and Questionnaires |
This
study examines 45 Japanese EFL college students' reactions to and
perceptions of teacher, peer, and self-directed feedback. Analyses of
both students' on-going reactions in journal entries and final
perceptions in questionnaires present a comprehensive picture of how
students experienced feedback and learned essay writing. |
| Melinda
Reichelt |
Writing
in a German Class |
The
presenter describes an investigation of writing instruction in a
fourth-semester college-level German course, describing the course
context and writing assignments as well as the instructor's perspective
on the purpose of writing within the overall course curriculum. The
presenter raises questions about the purpose of writing in the FL
classroom. |
| Laurel
D. Reinking |
Effective
Teaching of English for Specific Purposes Writing |
Teachers
of English to speakers of other languages will learn strategies that use
the rationales and values underlying the criteria of various
professional writing communities in order to better help professional
and student internationals to write more effectively in English for
Specific Purposes. |
| Dudley
W. Reynolds |
Discourse
Dimensions in Middle-Grade L2 Writing |
This
paper examines the discourse strategies employed by over 1000
middle-grade (5-8) Limited English Proficiency (LEP) and non-LEP
students in essays written for large-scale assessment purposes.
Discourse strategies are identified on the basis of a factor analysis of
lexical and grammatical variables (following Biber 1988). |
| Miyuki
Sasaki |
Toward
an Empirical Model of EFL Students' Writing Processes |
This
study investigated EFL learners' writing process using multiple data
sources, including written texts and stimulated recall protocols. Three
pairs of Japanese EFL writers (experts vs. novices, more vs. less
efficient student writers, novices before and after a process-oriented
instruction) were compared in terms of strategy use and writing styles. |
| Jean
Marie Schultz |
Foreign
Language Writing Component Assessment |
In
order to determine which approaches to the teaching of writing in French
at the intermediate college level contribute most effectively to the
improvement of students’ composition skills, an extensive year-long
assessment of the writing component was carried out via a detailed
questionnaire. The data gleaned from the study should provide us a
better understanding of foreign language writing skill development and
what techniques prove most effective for improving composition skills. |
David
Schwarzer and
Mary Petron |
Electronic Dialogue
Journals in Second Language Development: A Case Study |
The purpose of this
teacher/research project based on a second language methods class is to
research the impact of electronic dialogue journal writing in second
language acquisition. A case study based on four students' dialogue
journal entries and their acquisition of English and Spanish as a second
language was conducted. |
| Sima
Sengupta |
Peer-Response
Sessions Between Language and Content Experts |
This
paper will examine the moves within the peer response meeting between
two colleagues, one with expertise in language providing feedback to
another with expertise in content. By looking at the moves in the
recorded sessions we attempt to describe how peer response can be an
instructional tool in many different contexts. |
| Victor
Slepovitch |
Teaching
ESL Academic and Business Writing in Belarus: Luxury or Necessity? |
Despite
the growth of interest in English instruction in Belarus, and the
demands for academic and business writing instruction among students,
writing instruction is still considered as a “Cinderella” of the
teaching process because of the lack of understanding and knowledge on
the part of instructors. The presenter describes the designing of
courses in academic and business writing in Belarus, and discusses the
experience of teaching those courses. |
| Sufumi
So |
Reading,
Writing, and Thinking in Japanese Language Classrooms |
The
present paper describes and presents pilot data on an innovative
instructional approach intended to improve college-level
Japanese-as-a-foreign-language learners' reading and writing skills in
the target language. Quantitative and qualitative analyses of the data
collected through classroom observations, interviews, questionnaires,
and reading and writing assessments show promising results. |
| Judit
Szerdahelyi |
Challenges
To Teaching Writing Across Cultures: A Non-Native Teacher's Perspective |
This
presentation examines the challenges that teachers and students have to
face in a first-year composition course in which the teacher is a
non-native speaker and the students are native speakers of English. It
discusses the adjustments the educational situation requires at the
intersection of language, knowledge, culture, and pedagogy. |
| Toshiyuki
Takagaki |
Revision
Process in L1 and L2 by Japanese Writers |
The
major focus of this study is to investigate the revising process of
Japanese writers learning EFL as well as the revising process of writers
of Japanese as a first language. Three writers with different writing
experiences participated in this study. |
| Barry
Thatcher |
Validity
in L2 Professional Writing Research |
This
presentation focuses on validity in researching second language
professional writing, arguing for a multidisciplinary approach. This
approach needs the situated, rhetorical models of professional writing,
yet it needs to draw on the strengths of the intercultural models such
as those in intercultural communication, organizational behavior, and
ESL to assess the cross-cultural variables. One major research
instrument that involves all four perspectives is the contrastive
rhetoric survey, which assesses preferences for discourse structures in
a given rhetorical situation. |
| Thomas
Upton |
A corpus analysis
of EFL writers negotiating cross-cultural differences in politeness in
writing letters of application |
This study examines
politeness in letters of job application cross-culturally. The corpus
originates from letters of application in a simulated business situation
in which international and U.S. college students applied for positions
abroad. A variety of linguistic realizations of politeness were included
in the analysis. |
| Michael
Vallance |
The
International Writing Exchange: A Cybercomposition Experience (Poster) |
The
International Writing Exchange provides an online platform for
developing the writing skills of engineering students studying at
Temasek Polytechnic, Singapore. Utilising a bulletin board, a chat
application, and the IWE web site, students are able to post written
submissions online for evaluation by fellow learners and instructors
world-wide. This poster details the IWE course and outlines the
experiences gained. |
| Stephanie
Vandrick |
The
Need for Teacher Narratives |
This
paper argues for the usefulness of L2 writing instructors' publishing
teacher stories. The presenter speculates on reasons for the scarcity of
such personal narratives, and discusses the benefits and difficulties
she encountered while writing and publishing a narrative relating her
childhood experiences to her career teaching ESL and L2 writing. |
| Wei
Zhu |
Academic
Writing in Business: Required Tasks, Necessary Skills, and Available
Instruction |
This
presentation discusses a project examining several aspects of academic
writing in business, including a) writing tasks required of students; b)
skills necessary for successful task completion; and c) instruction
provided on academic writing tasks. The presenter will report the
findings and discuss their implications for L2 writing instruction. |
