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Volume 9, Number 1 (2000)
On the
Future of Second Language Writing: A Colloquium
TERRY SANTOS
Humboldt State University
DWIGHT ATKINSON
Temple University, Japan
MELINDA ERICKSON
University of California
PAUL KEI MATSUDA
TONY SILVA
Purdue University
Editors' note:
Publishing the articles read at an L2 writing colloquium is new for the
Journal of Second Language Writing. Furthermore, we would not
normally publish our own work in this journal. However because of its
focus on the future of L2 writing, we felt that JSLW readers would
find this discussion particularly vital and asked Terry Santos to guest
edit the articles read at the TESOL Colloquium she organized in order to
include them in this first of the year/century/millennium issue of the
JSLW. (Ilona Leki)
"On the future of second
language writing" originated as a colloquium at the 1999 TESOL Convention
in New York. The topic arose from what seemed to a few of us on the panel
as an interesting, or even alarming, paradox: that on one hand, L2 writing
has become an independent field in applied linguistics for the first time
in 60 years, i.e., the modern history of TESOL. On the other hand,
however, the number of L2 writing specialists with Ph.D.s in applied
linguistics does not seem to be increasing; the major
figures in L2 writing can be counted on the fingers of two hands, and of
those, only a few teach in Ph.D. programs. If these facts are true, what
will they mean for the future of the field? As the following articles make
clear, the five of us were by no means of one mind on this question, and
as we outlined our various positions, we tended to fall at different
points along a continuum of pessimism to optimism, which became the basis
for the order of presentation of our articles. In sharing our views with a
wider audience, we would like to open the discussion to all of you and
invite you to join it. (Introduction by Terry Santos)
Literature and L2
Composition: Revisiting the Debate
DIANE BELCHER
ALAN HIRVELA
Ohio State University
The role of literature in
the composition classroom has long been controversial. In this article, we
examine the arguments both for and against the use of literature by,
first, surveying the main stances taken in L1 composition pedagogical
theory, which predate and have significantly influenced L2 composition,
and then by reviewing L2 compositionists' own perspectives on literature.
The L2 arguments can be seen as resonating, but at the same time,
diverging from those of L I writing theory. Yet, all can be interpreted as
responses to by now familiar themes in both L2 and L1 compositions, such
as process versus product, academic discourse community initiation versus
preparation for life, and hegemony of the established elite versus
empowerment of the less privileged. Our goal in this review of the
long-standing debate is not to encourage polarization for or against
literature, but rather to provide, through the varied perspectives
presented, a basis for informed decisions about the possible value of
literature in particular contexts in which teachers and their students
find themselves.
L2 Professional Writing
in a US and South American Context
BARRY L. THATCHER
Ohio University
Using research methods
that assess cross-cultural rhetorical differences at three levels, this
study explores two cases of professional writing among US and South
American personnel in one multinational organization in Quito, Ecuador.
One major rhetorical difference was the pronounced need of many of the
South Americans for historical and contextual information. In addition,
the US writer consistently re-worked the concrete and particular patterns
of the South Americans into more abstract and universal patterns for his
US audiences. Finally, many of the South American documents exhibited
accumulated logical structures, which the US writer revised to be more
analytical for his US audiences. These differences in history, context,
particularism, and accumulative logic seemed to reflect very predominant
cultural patterns because they correlated closely with other
cross-cultural studies. However, some rhetorical differences such as
originality and hypercodification reflected local usage while others, such
as distance and procedures, seemed based on personal choice and adaptation
to specific audiences. Thus, this study exemplifies the larger, cultural
and rhetorical patterns that seem central to basic theories of contrastive
rhetoric, but it also highlights the exceptions and preferences that are
based on local and individual needs.
Volume 9, Number 2 (2000)
Professional Writing and
the Role of Incidental Collaboration: Evidence from a Medical Setting
SUSAN PARKS
Universite Laval, Quebec, Canada
Despite a long-standing
interest in the workplace, research that explores how employees working in
a second language develop competence in written genres is scant. Drawing
on a 22-month qualitative study, which involved francophone nurses
employed in an English-medium hospital, the present article reports on how
incidental' collaboration played a significant role in enabling them to
appropriate genre-specific language. Analysis revealed that interventions
targeted three levels of text structure-linguistic, rhetorical and
informational. Although most interventions were initiated by the nurses
themselves (self initiated), colleagues also offered help
(other-initiated). The pattern of interaction shows that nurses were most
likely to interact with colleagues with whom they were linked in an
official or semi-official capacity. The way in which more experienced
colleagues provided support for new nurses and the nature of the support
are discussed in relation to Lave and Wenger's notion of legitimate
peripheral participation and activity theory. It is further suggested that
the role of the writing instructor within the workplace be reconceived to
take into account the socioculturally embedded nature of writing.
Using Computer-Tagged
Linguistic Features to Describe L2 Writing Differences
LESLIE GRANT
Central Michigan University
APRIL GINTHER
Purdue University
This study examined the
extent to which a computerized tagging program was able to capture
proficiency level differences of second language (L2) learners' essays. A
sample of 90 Test of Written English (TWE) essays, written at three levels
of proficiency as defined by TWE ratings, were tagged for features of
essay length, lexical specificity (type/token ratio and average word
length), lexical features ( e.g., conjuncts, hedges), grammatical
structures (e.g., nouns, nominalizations, modals), and clause level
features (e.g., subordination, passives). The results indicate that
computerized tagging can be used to reveal detailed differences among
proficiency levels, but that additional coding into the program or tagging
by hand is necessary to gain a more complete picture of differences in L2
students' writing.
Do Secondary L2 Writers
Benefit from Peer Comments?
AMY B. M. TSUI
University of Hong Kong, People's Republic of China
MARIA NG
Carmel Secondary School, People's Republic of China
The bulk of the studies
conducted on the effectiveness of teacher comments and peer comments have
been done with tertiary L2 learners, and conflicting findings have been
obtained. While some found that peer comments were viewed with skepticism
and induced little revision, others found that they did help learners to
identify and raise awareness of their strengths and weaknesses in writing.
This article reports on a study of the roles of teacher and peer comments
in revisions in writing among secondary L2 learners in Hong Kong. Both
quantitative and qualitative data were obtained and triangulated. The
findings show that some learners incorporated high percentages of both
teacher and peer comments, some incorporated higher percentages of teacher
comments than peer comments, and others incorporated very low percentages
of peer comments. While all learners favored teacher comments and saw the
teacher as a figure of authority that guaranteed quality, only those who
incorporated very low percentages of peer comments dismissed them as not
useful. From the interviews with the learners, four roles of peer comments
that contributed positively to the writing process were identified. Peer
comments enhance a sense of audience, raise learners' awareness of their
own strengths and weaknesses, encourage collaborative learning, and foster
the ownership of text. This suggests that even for L2 learners who are
less mature L2 writers, peer comments do play an important part. The
implications of the findings of this study for the writing teacher are
also discussed.
Genres, Authors,
Discourse Communities: Theory and Application for (L1 and) L2 Writing
Instructors
VAI RAMANATHAN
University of California
ROBERT B. KAPLAN
Emeritus Professor
This article discusses
ways in which disciplinary practices contribute to the simultaneously
rigid and fluid nature of genres and the general importance of sensitizing
(Ll and) L2 writing instructors to genre-stability and genre-change.
Heightening genre awareness in L2 writing instructors is proposed as a
possible "in" toward developing their meta-awareness. Making them reflect
on social practices within their discourse communities that contribute to
ways in which genres remain stable and evolve will give them a sharper
sense of how they, through their participation in the communities, do/do
not effect changes. Genre knowledge is best conceptualized as a form of
situated cognition embedded in disciplinary activities (Berkenkotter &
Huckin, 1993, p. 477). Meta-knowledge is power, because it leads to the
ability to manipulate, to analyze, to resist while advancing. Such
meta-knowledge can make 'maladapted' students smarter than "adapted" ones
(Gee, 1990, pp. 148-149).
Volume 9, Number 3 (2000)
Writing English as a
Foreign Language: A Report from Ukraine
OLEG TARNOPOLSKY
Dnepropetrovsk State Technical University of Railway Transport, Ukranine
This report investigates teaching writing
in English in Ukraine. The past and present situations in teaching writing
and the reasons for avoiding teaching communicative writing skills in
English courses in that country are considered. The results of Ukrainian
EFL students' needs analysis are presented, these results indicating the
necessity of introducing writing into EFL courses. The process-genre
approach is postulated as a foundation for elaborating an effective
writing course for Ukraine, and the first version of the course based on
such an approach is analyzed. Causes of the failure of this course are
reported. It is demonstrated that a successful EFL writing course has to
be not only communicative but also state-of-the-art. To motivate students,
it also has to involve them from the beginning level in activities, making
writing itself fun. The second (successful) version of the course, with a
great part of learning organized as writing for fun, is presented, and its
advantages are shown.
Patterns of Teacher Response to Student
Writing in a Multiple-Draft Composition Classroom: Is Content Feedback
Followed by Form Feedback the Best Method?
TIM ASHWELL
Komazawa Junior College, Japan
In this study, four different patterns of
teacher feedback were given to foreign language students producing a first
draft (D1), a second draft (D2), and a final version (D3) of a single
composition. The pattern usually recommended within a process writing
approach of content-focused feedback on D1 followed by form-focused
feedback on D2 was compared with the reverse pattern, another pattern in
which form and content feedback were mixed at both stages, and a control
pattern of zero feedback. It was found that the recommended pattern of
feedback did not produce significantly different results from the other
two patterns in which feedback was given in terms of gains in formal
accuracy or in terms of content score gains between D1 and D3. A post-hoc
analysis of changes made by students revealed that students may have
relied heavily on form feedback and that content feedback had only a
moderate effect on revision. Explanations for these findings are put
forward and the implications for the classroom are drawn.
Toward an Empirical Model of EFL Writing
Processes: An Exploratory Study
MIYUKI SASAKI
Nagoya Gakuin University, Japan
The present study investigated EFL learners' writing processes using
multiple data sources including their written texts, videotaped pausing
behaviors while writing, stimulated recall protocols, and analytic scores
given to the written texts. Methodologically, the study adopted a research
scheme that has been successfully used for building models of Japanese L1
writing. Three paired groups of Japanese EFL writers (experts vs. novices,
more- vs. less-skilled student writers, novices before and after 6 months
of instruction) were compared in terms of writing fluency,
quality/complexity of their written texts, their pausing behaviors while
writing, and their strategy use. The results revealed that (a) before
starting to write, the experts spent a longer time planning a detailed
overall organization, whereas the novices spent a shorter time, making a
less global plan; (b) once the experts had made their global plan, they
did not stop and think as frequently as the novices; (c) L2 proficiency
appeared to explain part of the difference in strategy use between the
experts and novices; and (d) after 6 months of instruction, novices had
begun to use some of the expert writers' strategies. It was also
speculated that the experts' global planning was a manifestation of
writing expertise that cannot be acquired over a short period of time.
Topical Structure Analysis of Academic Paragraphs in English and
Spanish
JOELLEN M. SIMPSON
Universidad del Valle, Cali, Colombia
The present study examines 40 paragraphs selected from articles
published in academic journals in English and Spanish from within the
context of cultural differences in writing. Based on earlier findings by
Lux and Grabe, Montaņo-Harmon, Reid, and Reppen and Grabe, among others,
that paragraphs composed in English and Spanish by children and
adolescents are different, an analysis was conducted of 40 paragraphs
written by adult academics and published in academic journals, focusing on
the physical structure and the topical structure. The physical
characteristics of the paragraphs included the number of words, sentences,
and clauses. Results of this quantitative analysis reflect findings from
earlier studies describing English-Spanish differences. The topical
structure analysis (TSA), an analysis of coherence derived by examining
the internal topical structure of each paragraph as reflected by the
repetition of key words and phrases, provides insights into the
organizational patterns favored by professional writers in these two
languages. The results of the TSA show that English paragraphs tend to
have a high use of internal coherence, while Spanish paragraphs do not
generally tend to use immediate progression as a device for coherence.
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