Volume 12, Number 1 (2003)
Special
Issue: L2 Writing in the Post-Process Era
Guest Editor: Dwight Atkinson
L2 Writing in the
Post-Process Era: Introduction (pp. 3-15)
DWIGHT ATKINSON
Temple University Japan
In this introduction to the special issue,
I attempt to lay out a coherent if still-heuristic notion of
"post-process." I do so by first investigating four components of
Trimbur's (1994) definition of "post-process": the social; the
post-cognitivist; literacy as an ideological arena; and composition as a
cultural activity. Next, I review studies in first and especially second
language writing/literacy research which have attempted to move beyond
process pedagogy and theory, and which for me, at least, provide a sound
conceptual basis for further developments in that direction. I then
conclude by stating my own summative definition of post-process, and
briefly introducing the main contributions to this special issue.
Genre-Based Pedagogies: A Social
Response to Process (pp. 17-29)
KEN HYLAND
City University of Hong Kong, China
Process theories have been extremely
influential in the evolution of L2 writing instruction. Responding to
purely formal views of writing, proponents borrowed the techniques and
theories of cognitive psychology and L1 composition to refine the ways we
understand and teach writing. While remaining the dominant pedagogical
orthodoxy for over 30 years, however, process models have for some time
found themselves under siege from more socially-oriented views of writing
which reject their inherent liberal individualism. Instead, genre
approaches see ways of writing as purposeful, socially situated responses
to particular contexts and communities. In this paper, I discuss the
importance of genre approaches to teaching L2 writing and how they
complement process views by emphasising the role of language in written
communication.
New Approaches to Gender, Class, and
Race in Second Language Writing (pp. 31-47)
RYUKO KUBOTA
University of North Carolina at Chapel Hill, USA
Gender, class, and race are constitutive
elements essential to writers' agency and identity. However, these
categories are not typically paid substantial attention in second language
writing as well as in the larger field of second language acquisition and
bilingual development, although issues of gender have been explored to a
greater extent than the other two categories. This article summarizes
constructivist and poststructuralist approaches to gender discussed
recently in the larger field of second language learning and applies key
concepts to issues of gender, class, and race in second language writing
as well as interrelations among them. Recent discussions on gender and
language have problematized fixed understandings of the gender binary in
relation to language use. They have explored how gendered use of language
is socially and discursively constructed and how gender, language, power,
and discourse are related to each other in dynamic and transformative
ways. It is suggested that new approaches to gender, class, and race be
dialectic in that they should both explore differences between social
categories in a non-essentialist way and expose discourse and power
relations that are embodied in these differences. Future research agendas
on gender, class, and race in second language writing that incorporate
these approaches are suggested.
Writing and Culture in the Post-Process
Era (pp. 49-63)
DWIGHT ATKINSON
Temple University Japan
Does the notion of culture, currently
under wide-ranging critique across the social sciences, still have a
future? In this paper I discuss three possible uses of the culture concept
in the field of second language writing for the 21st century: (1) Turning
the cultural lens back on ourselves (where "ourselves" means the very
academics who have found the concept most useful in the past); (2)
Investigating continuity, universality, and hybridity, whereas the culture
concept has traditionally been used to investigate difference,
localization, and cultural "purity"; and (3) Expanding, contracting, and
complexifying the scope of the culture concept. I conclude by arguing for
a view of L2 writing that takes into account the full range of social and
cultural contexts impacting L2 writing, rather than focusing narrowly on
skills and processes of writing (in the classroom) in themselves.
Process and Post-Process: A Discursive
History (pp. 65-83)
PAUL KEI MATSUDA
University of New Hampshire, USA
While the term post-process can be useful as a heuristic for
expanding the scope of the field of second language writing, the
uncritical adoption of this and other keywords can have serious
consequences because they often oversimplify the historical complexity
of the intellectual developments they describe. In order to provide a
critical understanding of the term post-process in its own
historical context, this article examines the history of process and
post-process in composition studies, focusing on the ways in which terms
such as current-traditional rhetoric, process, and
post-process have contributed to the discursive construction of
reality. Based on this analysis, I argue that the use of the term
post-process in the context of L2 writing needs to be guided by a
critical awareness of the discursive construction process. I further
argue that the notion of post-process needs to be understood not as the
rejection of process but as the recognition of the multiplicity of L2
writing theories and pedagogies.
Looking Ahead to More Sociopolitically-Oriented
Case Study Research in L2 Writing Scholarship (But Should it Be Called
"Post-Process"?) (pp. 85-102)
CHRISTINE PEARSON CASANAVE
Teachers College, Columbia University, Japan
In this essay I argue that three familiar areas of inquiry in future L2
writing research need to be investigated in more sociopolitically-oriented
ways: written products, writing processes, and writer identity, and that
qualitative case studies are well suited to explore the extraordinary
diversity of L2 writers and writing contexts from an expanded
sociopolitical perspective. However, although substantive changes in how
we think about these areas of inquiry appear to be taking place, some
resistance to these changes can be expected. Finally, I suggest caution in
using the label "post-process" to describe the substantive changes in how
we are beginning to view L2 writing scholarship.
Coda: Pushing L2 Writing Research
(pp. 103-105)
ILONA LEKI
University of Tennessee, USA
In the form of a coda to this collection of papers, I would like to
make something of an observation and an appeal. The idea for the
colloquium on which these papers are based was to try to begin to open
up some new areas for L2 writing research and for the discussion of L2
writing. Like the colloquium convener, Dwight Atkinson, others too have
had the sense that work in L2 writing has been somewhat undertheorized,
not in terms of developing or debating specific aspects of L2 writing
but in terms of connecting what we do to broader intellectual strands,
domains, and dimensions of modern thought and contemporary lived
experience. Whatever one may think of the results, certainly discussions
of L1 English rhetoric and composition exhibit a more wide-ranging
outreach to other intellectual domains, such as cultural studies,
post-modernism, and critical theory. Even certain other sister
disciplines of TESOL, like Applied Linguistics (for example, in the
subareas of Critical Language Awareness, Critical Applied Linguistics,
and the New Literacy studies), seem to do so to a greater degree. L2
writing research seems at times oddly insular, not even referencing work
in second language acquisition much, not to mention other contemporary
thinking that might help both to clarify and complexify our project. Are
we in L2 writing missing out, being by-passed by the most interesting
intellectual trends of our times when we focus perhaps somewhat
single-mindedly on such functional and practical issues as peer
response, rhetorical strategies, and such? Certainly our work is, as
Terry Santos (2001) has noted, deeply and often beneficially grounded in
the practical. Nevertheless, we might do more to explore wider
dimensions and broader theoretical issues and claims in the context of
L2 English writing.
Volume 12, Number 2 (2003)
Written Textual Production and Consumption (WTPC) in Vernacular and
English-Medium Settings in Gujarat, India (pp. 125-150)
VAIDEHI RAMANATHAN
University of California, Davis, USA
This paper attempts a relatively
comprehensive sketch of some of the key facets in the larger
socioeducational machinery that shapes the written textual production and
consumption (WTPC) of "English-medium" (EM) and "vernacular-medium" (VM)
students in Gujarat, India. It lays out some ways in which particular
macro-structures align together to produce and shape conditions that
privilege the WTPC of EM students over their VM counterparts. The paper
also addresses some small ways in which institutions and individual
faculty work are mitigating the gulf between students socialized in the
different mediums of instruction by working indirectly on their WTPC.
Changing Currents in Second Language Writing Research: A
Colloquium (pp. 151-179)
PAUL KEI MATSUDA
University of New Hampshire, USA
A. SURESH CANAGARAJAH
Baruch College, City University of New York, USA
LINDA HARKLAU
University of Georgia, USA
KEN HYLAND
City University of Hong Kong, China
MARK WARSCHAUER
University of California, Irvine, USA
This article is based on an invited colloquium on second language
(L2) writing presented at the 2002 meeting of the American Association
for Applied Linguistics. The colloquium featured five L2 writing
researchers who discussed some of the important currents that have, over
the last decade, shaped the field of second language writing.
Comparing L1 and L2 Organizational Patterns in the Argumentative
Writing of Japanese EFL Students (pp.181-209)
KEIKO HIROSE
Aichi Prefectural University, Japan
The relationship between first language (L1) and second language (L2)
writing has attracted the attention of L2 writing researchers. Recent
studies have pointed to not only differences but also similarities
between L1 and L2 writing. The present study compared L1 (Japanese) and
L2 (English) organizational patterns in the argumentative writing of
Japanese EFL student-writers. The study made within-subject comparisons
of L1 and L2 compositions in terms of organizational patterns,
organization scores, and overall quality. Student perceptions of L1 and
L2 organization were also investigated by incorporating their
comparisons of their own L1/L2 compositions into the analysis. The
results revealed that (a) a majority of students employed deductive type
organizational patterns in both L1 and L2; (b) despite similarities
between L1 and L2 organizational patterns, L2 organization scores were
not significantly correlated with L1 organization scores; (c) L2
composition total and organization scores differed significantly from
those of L1; and (d) some students evidenced problems in organizing both
L1 and L2 texts. Possible implications of the results are discussed as
they pertain to research, pedagogy, and the dispelling of stereotypes
about Japanese and English rhetoric.
Volume
12, Number 3 (2003)
Shapers of published NNS research articles (pp. 223-243)
JOY BURROUGH-BOENISCH
Science Editing and Translation, The Netherlands
En route from its author's screen to the printed page of an English-language
science journal, an NNS research article incorporates changes made or
suggested by various people. Considering a hypothetical Dutch-authored
research article, this paper describes these text shapers. They include
language professionals as well as members of the author's discourse community.
Their potential to change the text is discussed on the basis of a multidisciplinary
review of the literature. The cultural, social, and economic factors
influencing their reading and revisions are touched on, as are some implications
for research on NNS writing, for revision theory, and for ESP teaching.
Questioning the importance of individualized voice
in undergraduate L2 argumentative writing: An empirical study with pedagogical
implications (pp.
245-265)
RENA HELMS-PARK
University of Toronto at Scarborough, Canada
PAUL STAPLETON
Hokkaido University, Japan
This paper contends that the L2 literature yields little empirical evidence
of a relationship between the features associated with L1 voice and the
quality of L2 academic writing. In fact, some of these features may be
of little consequence in certain L2 writing contexts. Writing samples
requiring learners to argue in favor of or against an aspect of Canada's
immigration policy were elicited from 63 students in a writing-intensive
first-year course. These samples were scored by (1) three raters for "voice," using
a special Voice Intensity Rating Scale with four components (assertiveness;
self-identification; reiteration of central point; and authorial presence
and autonomy of thought), created especially for this study, as well
as (2) three raters for overall writing quality, using Jacobs et al.'s
(1981) ESL Composition Profile. Interrater reliability, based on the
Spearman–Brown Prophesy Formula, was found to be 0.84 for the ratings
of voice intensity and 0.73 for the ratings of overall quality. Most
importantly, no significant correlation was found either between overall
quality and overall voice intensity or between overall quality and any
of the four components of voice. The results suggest that there may not
be a connection between the linguistic and rhetorical devices commonly
associated with individualized voice (e.g., first person singular or
intensifiers) and the quality of writing, at least within some genres
and at some levels of writing proficiency.
The efficacy of various kinds of error feedback for improvement in
the accuracy and fluency of L2 student writing (pp.
267-296)
JEAN CHANDLER
New England Conservatory of Music and Simmons College
This research uses experimental and control group data to show that
students' correction of grammatical and lexical error between assignments
reduces such error in subsequent writing over one semester without reducing
fluency or quality. A second study further examines how error correction
should be done. Should a teacher correct errors or mark errors for student
self-correction? If the latter, should the teacher indicate location
or type of error or both? Measures include change in the accuracy of
both revisions and of subsequent writing, change in fluency, change in
holistic ratings, student attitudes toward the four different kinds of
teacher response, and time required by student and teacher for each kind
of response. Findings are that both direct correction and simple underlining
of errors are significantly superior to describing the type of error,
even with underlining, for reducing long-term error. Direct correction
is best for producing accurate revisions, and students prefer it because
it is the fastest and easiest way for them as well as the fastest way
for teachers over several drafts. However, students feel that they learn
more from self-correction, and simple underlining of errors takes less
teacher time on the first draft. Both are viable methods depending on
other goals.
Volume
12, Number 4 (2003)
Academic writing: A European perspective (pp. 313-316)
ANN JOHNS
San Diego State University, USA
In June 2003 about 200 faculty, graduate students, and administrators
attended the Second Joint Biennial Conference of the European Association
for the Teaching of Academic Writing (EATAW) and the European Writing
Centers Association (EWCA), held in Budapest and hosted by the Central
European University. Because this is an important conference, and a new
field of interest for Europe, I have prepared this report and commentary
so that the JSLW readership can benefit from this experience –– and
perhaps become involved in the European discussions.
Good and original: Plagiarism and patchwriting in academic second-language
writing (pp. 317-345)
DIANE PECORARI
Stockholm University, Sweden
Plagiarism is regarded as a heinous crime within the academic community,
but anecdotal evidence suggests that some writers plagiarize without
intending to transgress academic conventions. This article reports a
study of the writing of 17 postgraduate students. Source reports in the
student-generated texts were compared to the original sources in order
to describe the relationship between the two. Interviews were also conducted
with the student writers and their supervisors. The student writing was
found to contain textual features which could be described as plagiarism,
but the writers' accounts of their work and the textual analysis strongly
suggest absence of intention to plagiarize, thus providing empirical
verification of similar suggestions in the literature. Implications of
these findings are discussed and include a recommendation that the focus
on preventing plagiarism be shifted from post facto punishment to proactive
teaching.
Switching to first language among writers with differing second-language
proficiency (pp. 347-375)
LURONG WANG
Ontario Institute for Studies in Education, University of Toronto, Canada
Switching interactively between first (L1) and second (L2) languages
has been recognized as one of the salient characteristics of L2 writing.
However, it is not clear how switching between languages is related to
L2 proficiency nor how switching to the L1 assists writers with differing
L2 proficiency in their composing processes. The present study investigated
these issues with eight adult Chinese-speaking English as a Second Language
(ESL) learners with two differing levels of proficiency in English performing
two writing tasks: an informal personal letter and an argument essay.
Data were the students' think-aloud protocols, retrospective interviews,
questionnaires, and written compositions. Quantitative and qualitative
analyses of these data show that the participants' frequencies of language-switching
varied slightly by their L2 proficiency, suggesting that L2 proficiency
might determine writers' approaches and qualities of thinking while composing
in their L2.
Exploring multiple profiles of highly rated learner compositions (pp.
377-403)
SCOTT JARVIS
Ohio University, USA
LESLIE GRANT
Central Michigan University, USA
DAWN BIKOWSKIA
DANA FERRIS
California State University, Sacramento, CA, USA
Recent research has come a long way in describing the linguistic features
of large samples of written texts, although a satisfactory description
of L2 writing remains problematic. Even when variables such as proficiency,
language background, topic, and audience have been controlled, straightforward
predictive relationships between linguistic variables and quality ratings
have remained elusive, and perhaps they always will. We propose a different
approach. Rather than assuming a linear relationship between linguistic
features and quality ratings, we explore multiple profiles of highly
rated timed compositions and describe how they compare in terms of their
lexical, grammatical, and discourse features. To this end, we performed
a cluster analysis on two sets of timed compositions to examine their
patterns of use of several linguistic features. The purpose of the analysis
was to investigate whether multiple profiles (or clusters) would emerge
among the highly rated compositions in each data set. This did indeed
occur. Within each data set, the profiles of highly rated texts differed
significantly. Some profiles exhibited above-average levels for several
linguistic features, whereas others showed below-average levels. We interpret
the results as confirming that highly rated texts are not at all isometric,
even though there do appear to be some identifiable constraints on the
ways in which highly rated timed compositions may vary.
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