Second Language Writing at CCCC
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Workshops on L2 Writing
at
Conference on College Composition and Communication
　

CCCC 2002, New York

W. 11. Wednesday, March 19, 9:00 AM – 5:00 PM

Part I: Pedagogical Approaches for Addressing Plagiarism in Second Language Writing

Part II: Life as a De Facto ESL Writing Specialist: Coping with Day-to-Day Concerns While Asserting the Intellectual Value of Your Work

More information is available at http://www.ncte.org/convention/cccc2003/4c03_preview/ (select page 30).

On Second Language Writing

Past Workshops

Conference on College Composition and Communication
Chicago, IL, Wednesday, March 20, 2002

MW.2. Approaches to Error in Second-Language Writing (Limit 30)
Wednesday, March 20, 9:00 a.m. - 12:30 p.m.
This workshop includes activities—mapping out the grammar correction debate, presenting and discussing various categorizing schemes for errors, working in small groups to read and annotate sample student papers based on classifying systems adapted through discussion—which will provide participants with strategies for responding to error and opportunities to reflect on and discuss dilemmas they face in their individual teaching contexts, such as responding to second-language writers in classrooms comprised mostly of first-language writers.

Co-Chairs: Deborah Crusan, Wright State University, Dayton, OH; Jill Swavely, Temple University, Philadelphia, PA.

Presenters: Carol Severino, University of Iowa, Des Moines; Michelle Cox, University of New Hampshire, Durham; Christina M. Ortmeier-Hooper, University of New Hampshire, Durham; Jill Swavely, Temple University, Philadelphia, PA; Dana Ferris, California State University, Sacramento; Irene Anders, Indiana University-Purdue University, Fort Wayne.

Here is what the participants said about "Approaches to Error" Workshop:

"It’s good to hear from others fighting similar battles."

"The topics covered were interesting."

"All papers were valuable.  Appreciated the practical applications."

"I liked the 6 scenarios and discussion of ways to address them."

"I liked the discussions best.  I think you led them well. Good questions and issues and helpful ideas."

"I enjoyed all the presentations, and I appreciated the opportunity to work in groups."

"Good discussion; helpful summary of research."

"Scenarios were practical."

"Thank you!  Very helpful and the detailed handouts are much appreciated."

AW.4. Placement Matters: Options and Implications in the Placement of Second-Language Writers in Composition Courses (Limit 30)
Wednesday, March 20, 1:30 p.m. - 5:00 p.m.
As enrollment by international students increases in both two- and four-year institutions of higher education, an increasing number of composition professionals face the daunting task of placing second-language writers in composition classes that address their needs. Program administrators are charged with developing placement methods, and composition instructors face the challenges of identifying students who might benefit from an alternative course and addressing the needs of students who cannot be reassigned. The purpose of this half-day workshop, therefore, is to help composition administrators and instructors identify placement options and consider their implications.

Co-Chairs: Jessie L. Kapper, Purdue University, West Lafayette, IN; Deborah Crusan, Wright State University, Dayton, OH.

Presenters: Paul Kei Matsuda, University of New Hampshire, Durham; Chris Hall, Wright State University, Dayton, OH; Tony Silva, Purdue University, West Lafayette, IN; Richard Bullock, Wright State University, Dayton, OH; Susan Corbin, Michigan Technological University, Houghton, MI; Deborah Crusan, Wright State University, Dayton, OH.

Here is what the participants said about "Placement Matters" Workshop:

"Handouts are valuable.... More of this please."

"I found all the presentations very informative.  It’s not my field, and I think I have learned a lot about the issues that were presented."

"All workshops were informational. Great to learn about different options."

"Found the presentations interesting and timely."

"The workshop was very informational and clarified a number of issues on placement and related issues."

"All the speakers were interesting and well-presented. The use of varied speakers and topics was excellent.  Division of time for each speaker was appropriate."

"I appreciated hearing about the very specific and concrete details about guided self-placement and the cross-cultural comp course in particular. And since Paul’s part of the session also dealt with various types of course sequences that allowed us to tie the notion of placement to what happens in the courses – assessment related to pedagogy."

"The CCCC statement will be shared with administrators!"

"As indirect assessment issues have been mandated at my institution, I found that information very useful."

"The guided self-placement and cross-cultural comp course were also interesting, new ideas that I’ll reflect on further."

"The most interesting/applicable presentation was on the Cross-Cultural Course--a new one for me.  Second best: self-directed placement. I first heard about this at CCCC last year. I mentioned it to my colleagues when I returned home--there was strong resistance to the idea that students could self-place.  I’ll try again this year."

"Overall, the entire workshop was useful and engaging.  As someone stated, ESL faculty can be marginalized in the English department, and there is comfort in hearing about the same troubles."

"There was nothing I didn’t like!"

Conference on College Composition and Communication (CCCC)
Denver, Colorado, Wednesday, March 14, 2001

March 14, 2001

1. Responding to Second Language Writers in the Classroom: Foundations and Guidelines (Morning Workshop)
Conference on College Composition and Communication (CCCC) Annual Convention
Denver, CO, March 14, 2001.

Chair: Colleen Brice, Southern Illinois University
Presenters: Helen Fox, University of Michigan; Susan Heck, Arizona State University; Sharon James McGee, Kansas State University; Melinda Reichelt, University of Toledo; Carol Severino, University of Iowa

2. A Question of 'Double Standards'?: Assessing Second Language Writers in Higher Education (Afternoon Workshop)
Conference on College Composition and Communication (CCCC) Annual Convention
Denver, CO, March 14, 2001.

Chair: Colleen Brice, Southern Illinois University
Presenters: Barbara Kroll, California State University, Northridge; Paul Kei Matsuda, Miami University; Tony Silva, Purdue University; Helen Snively, Harvard Graduate School of Education; Bob Weissberg, New Mexico State University

　

April 12, 2000

Half-Day Workshop (AW.5). Responding to and Evaluating Second Language Writing: Theoretical Foundations and Practical Applications
Conference on College Composition and Communication (CCCC) Annual Convention
Minneapolis, MN, April 12, 2000.

Chair: Colleen Brice, Southern Illinois University
Presenters: Colleen Brice, Southern Illinois University; Kevin Eric De Pew, Purdue University; Helen Fox, University of Michigan; Denice Martone, New York University; Paul Kei Matsuda, Purdue University; Tony Silva, Purdue University; Helen Snively, Harvard Graduate School of Education; Bob Weissberg, New Mexico State University

The purpose of this workshop is to help participants increase their effectiveness in responding to and evaluating the writing of second language students in their classrooms. The workshop consists of three main parts: (1) an overview of the theory and research on response and evaluation in second language writing; (2) presentations, activities, and discussions focusing on response to second language writers' first, second, and final drafts; and (3) whole-group discussion based on participants' specific needs and concerns.

Responses from 2000 Workshop Participants:

"I like this workshop because it involved participants and speakers together, and the practice really gave us the chance to integrate what we learned."

"Good job! The discussions reminded of strategies I've read and need to continue doing. I also appreciated the variety of feedback. Thank you for saying 'Don't edit!'. How can I get this across to members of my divisions? No one, it seems, pays attention to current research. Too many want the [writing center] to be a jiffy editing service. You were a great sanity check."

"I have not attended CCCC for a long time. I'm glad to see that there is interest in L2 writers at the college/ university level. Helpful bibliography; perspectives on how to judge ESL writers against the academic norm/ 'the competition'."

"The concept of a 'memo' for commenting on student writings was very helpful. I felt it helped me to respond to a wider variety of editing changes and develop support for each idea more fully. I also thought that the ideas about posing questions, being critical as well as providing + feedback, and commenting on both global + local errors were very beneficial."

"A heightened awareness of importance of context for writing (both assignments, papers, and comments) and the need to stress reader/ audience expectations. A day-long workshop would be preferable-ESL issues are so complex and multifaceted for a half-day."

"Wonderful workshop! Very well-organized & fast-moving. Good evaluation is apparently the same for ESL students and NES. We get away with a lot of poor grading practices in teaching native speakers-but the poverty of them doesn't become apparent until we work with students who haven't been graded this way their entire lives. I'd like to know what types of assignments work best with ESL students-ones that draw on persona; experience, cultural issues, scientific academic discourse? How about assignment lengths? And how to prepare ESL students to pass timed standardized essay tests. Thanks again!"

"Good jump start workshop for me. Thanks! It was very helpful. Take away: Tips on resources (Thanks!!!) Some points to reflect on about responding to unity.
Some ideas for supporting our ESL writers."

"This was excellent! It should be All DAY! The different levels of response to different drafts-I tend to 'lump' it all on one! It would be helpful to have more drafts/ students to go thru; but it would be all day!"

"I think the 3-level response system was very helpful. This was well organized and effective."

"Thanks for putting together this presentation. I found many of the recommendations not new and easily deducible from writing for native speakers. What I'm taking away is a sense that L2 teaching has no easy answers-maybe even no answers. Finally, you can't in most cases make up for deficiencies in one or two semesters-and how the hell do you fairly evaluate such students? I still don't know."

"The workshop reaffirmed some conclusions I've come to in discussions with the ESL folks at UCI. The protocols for feedback were helpful."

"I'll take the names of two books and many articles that sound helpful. Thanks! I'll also take some good advice: to focus on fewer errors, especially on early drafts."

"For CCCC 2001, I'd appreciate another session like this in which we respond to student writing."

"I found this workshop helpful in evaluating my ESL students. I feel I am leaving with a fresh perspective and clear specifics on grading and helping ESL students."

"Good discussions! [LIKED THE ACTIVITIES] [ESPECIALLY LIKED THE CONCLUDING DISCUSSION] Nice job-kept us going for 3 hours!"

"[I liked] strategies for responding to different stages of the process." 

"Your workshop was well-organized & offered opportunities to practice the strategies suggested. The conversation on grading rationale was particularly interesting. I found the ideas on rule-governed errors versus those that are not particularly useful. Ideas for next year might include ideas for teaching grammatical concepts that aren't a part of the student's first language."

　

March 24, 1999

All-Day Workshop (W.2). Linguistic and Cultural Diversity in the Writing Program: Working with Second Language Writers.
Conference on College Composition and Communication (CCCC) Annual Convention
Atlanta, Georgia, March 24, 1999
Newton Room, South Wing West, Second Floor

Chair: Paul Kai Matsuda, Purdue University, West Lafayette, IN
Presenters: Paul Kai Matsuda, Purdue University, West Lafayette, IN; Christine Pearson Casanave, Keio University, Fujisawa, Japan; Kevin Eric De Pew, California State University, Chico, CA; Helen Fox, University of Michigan, Ann Arbor; Denice Martone, New York University, New York; Tony Silva, Purdue University, West Lafayette, IN; Helen Snively, Harvard University, Cambridge, MA; Bob Weissberg, New Mexico State University, Las Cruces.

The purpose of this workshop is to help participants to increase their effectiveness in working with second-language students in their classrooms and writing programs. The workshop consists of three main parts: (1) an overview of the increasing linguistic and cultural diversity in writing programs and discussion of participants' specific needs and concerns: (2) presentations, discussions, and activities focusing on key issues in working with second-language writers; and (3) whole-group discussion based on specific needs and concerns of the participants.

　

April 1, 1998

Half-Day Workshop (WA.2). Second Language Students in the Writing Classroom: How Can the Writing Teacher Help Them Effectively?
Wednesday, April 1, 1998, 1:30-5:00 p.m.
Palmer House Hilton, Private Dining Room 6, 3rd Floor

Workshop Program

Responses from 1998 Workshop Participants:

Symposium on Second Language Writing