Generation 1 5 in College Composition

Cofiye Congvm'lion Teaching Academic Writing to U.S.-Educated Learners of ESL Edited by Mark Roberge ' Meryl Siegal ' Linda Harklau Generation 1.5 in College Composition “. . . a well-organized. Generation 1. 5 in Book Cover.

Author: Mark Roberge

Publisher: Routledge

ISBN: 9781135591311

Category: Education

Page: 288

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'... A well-organized volume with a strong emphasis on pedagogy.' – Trudy Smoke, Hunter College/City University of New York, USA 'Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between.... The editors clearly know what they’re doing.... They know the field, know the subject matter, and understand the problems.... This volume contributes to the thinking in the field.' – Linda Lonon Blanton, University of New Orleans, USA Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students. Generation 1.5 in College Composition: is designed to help both scholars and practitioners reconceptualize the fields of College Composition and TESOL and create a space for research, theory, and pedagogy focusing on postsecondary immigrant ESL students provides both important new theoretical work (which lays the underpinnings for serious pedagogical innovation) and important new pedagogical approaches. Because of their varied and complex language and literacy profiles, Generation 1.5 students are found in developmental English courses, college ESL courses, and mainstream college writing courses. This volume is directed to preservice and inservice teachers, teacher educators, and researchers involved with educating Generation 1.5 students in these and other contexts.

Written Corrective Feedback in Second Language Acquisition and Writing

California«s Generation 1.5 immigrants: What experiences, characteristics, and needs do they bringto our English classes? ... In M. Roberge, M. Siegal, & K. Losey (Eds.), Generation1.5 in college composition (pp. 3¥24).

Author: John Bitchener

Publisher: Routledge

ISBN: 9781136836084

Category: Education

Page: 220

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What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as “error/grammar correction,” and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research — work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses — and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.

Teaching Readers of English

CATESOL Journal,14,107–129. Roberge,M. M., Siegal,M.,&Harklau, L. (Eds.) (2008). Generation 1. 5 in college composition. New York: Taylor & Francis. Roberts,E. V., & Jacobs, H.E.(2001). Literature:Anintroduction toreading and writing.

Author: John Hedgcock

Publisher: Routledge

ISBN: 9781135837709

Category: Education

Page: 436

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A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English: provides a through yet accessible survey of L2 reading theory and research addresses the unique cognitive and socioeducational challenges encountered by L2 readers covers the features of L2 texts that teachers of reading must understand acquaints readers with methods for designing reading courses, selecting curricular materials, and planning instruction explores the essential role of systematic vocabulary development in teaching L2 literacy includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom. Pedagogical features in each chapter include questions for reflection, further reading and resources, reflection and review questions, and application activities.

Teaching ESL Composition

TESOL Quarterly, 31,315-339. Ferris, D. R. (1999a). One size does not fit all: Response and revision issues for immigrant student writers. In L. Harklau, K. Losey, & M. Siegal (Eds.), Generation 1. 5 meets college composition (pp.

Author: Dana R. Ferris

Publisher: Routledge

ISBN: 9781135626945

Category: Education

Page: 448

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In keeping with the spirit of the first edition, Teaching ESL Composition: Purpose, Process, and Practice, Second Edition presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers. The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers. Each chapter includes: *Questions for Reflection--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice; *Reflection and Review--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and *Application Activities--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing. The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally. New in the Second Edition: *updated research summaries consider new work that has appeared since publication of the first edition; *revised chapter on research and practice in the use of computers in second language writing courses covers recent developments; *streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and *revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.

Concepts in Composition

California's Generation 1.5 immigrants: What experiences, characteristics, and needs do they bring toour English classes? The CATESOL Journal, 14(1), 107–129. Roberge, M. M. (March, (2003). Academic literacyscaffolds for Generation1.5 ...

Author: Irene L. Clark

Publisher: Routledge

ISBN: 9781136657924

Category: Language Arts & Disciplines

Page: 488

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Concepts in Composition: Theory and Practice in the Teaching of Writing is designed to foster reflection on how theory impacts practice, enabling prospective teachers to develop their own comprehensive and coherent conception of what writing is or should be and to consider how people learn to write. This approach allows readers to assume the dual role of both teacher and student as they enter the conversation of the discipline and become familiar with some of the critical issues. New to this second edition are: up-to-date primary source readings; a focus on collaborative writing practices and collaborative learning; additional assignments and classroom activities an emphasis on new media and information literacy and their impact on the teaching of writing These new directions will inform the content of this revision, reflecting significant advancements in the field. Each chapter addresses a particular theoretical concept relevant to classroom teaching and includes activities to help readers establish the connection between theoretical concepts and classroom lessons. Online resources include overviews, classroom handouts, exercises, a sample syllabus, and PowerPoint presentations. Bringing together scholars with expertise in particular areas of composition, this text will serve as an effective primer for students and eductors in the field of composition theory.

Higher Education and First Generation Students

Harklau (Eds.), Generation1.5 meets college composition: Issuesin theteachingof writing toU.S. educated learnersof ESL (pp. 25–34). New York: Routledge. Harklau, L., Losey,K.M., &Siegal,M. (1999). Generation 1.5 meets college ...

Author: R. Jehangir

Publisher: Springer

ISBN: 9780230114678

Category: Education

Page: 212

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Offers readers a rich understanding of the experience of students who are first in their family to attend college. This book is a theoretically informed study of the lived experience of FG students and draws on their voices to demonstrate how their insights interface with what we, as educators, think we know about them.

Teaching Language Arts to English Language Learners

Siegel (Eds.), Generation 1 5 meets college composition: Issues in the teaching ofwriting to U S -educated learners ofESL. mahwah, NJ: Lawrence Erlbaum Associates, pp. 143–157. Ferris, D. and Hedgcock, J. S. (2005).

Author: Anete Vásquez

Publisher: Routledge

ISBN: 9781135150419

Category: Education

Page: 216

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Examines the challenges that English language learners face and offers educators practical suggestions on how they can help their students learn English reading, writing, grammar, and vocabulary, as well as build their speaking, listening, and viewing skills.

First Year University Writing

College Composition and Communication, 14(3), 155–161. Clark, I. (2011). Processes. In I. Clark (Ed), Concepts in Composition: Theory and Practice in the Teaching of Writing (pp. 1–46). ... Assessing Writing, 10(1), 5–43.

Author: L. Aull

Publisher: Springer

ISBN: 9781137350466

Category: Education

Page: 239

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First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis.

Community Colleges and First Generation Students

Academic Discourse in the Writing Classroom Jan Osborn. on institutionalized bodies of knowledge, 129–30 on negotiation of identities, 130, 152 on reframing academic discourse, 74–5 on voice, 73–4, 112 case study college mission ...

Author: Jan Osborn

Publisher: Springer

ISBN: 9781137555694

Category: Education

Page: 200

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Community Colleges and First-Generation Students examines a community college writing classroom through ten students from diverse linguistic, ethnic, socio-economic, and national backgrounds. Students are introduced to a version of academic discourse that challenges their identities and visions of the future.

Generation 1 5 Meets College Composition

Issues in the Teaching of Writing To U.S.-Educated Learners of ESL Linda Harklau, Kay M. Losey, Meryl Siegal ... English for Specific Purposes, 5, 107–120. ... 1 Although expressivism was most popular in the 1960s, it.

Author: Linda Harklau

Publisher: Routledge

ISBN: 9781135678593

Category: Education

Page: 256

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An increasing number of students graduate from U.S. high schools and enter college while still in the process of learning English. This group--the "1.5 generation"--consisting of immigrants and U.S. residents born abroad as well as indigenous language minority groups, is rapidly becoming a major constituency in college writing programs. These students defy the existing categories in most college writing programs, and in the research literature. Experienced in American culture and schooling, they have characteristics and needs distinct from the international students who have been the subject of most research and literature on ESL writing. Furthermore, in studies of mainstream college composition, basic writing, and diversity, these students' status as second-language learners is usually left unaddressed or even misconstrued as underpreparation. Nevertheless, research and pedagogical writings have yet to take up the particular issues entailed in teaching composition to this student population. The intent in this volume is to bridge this gap and to initiate a dialogue on the linguistic, cultural, and ethical issues that attend teaching college writing to U.S.-educated linguistically diverse students. This book is the first to address explicitly issues in the instruction of "1.5 generation" college writers. From urban New York City to midwestern land grant universities to the Pacific Rim, experienced educators and researchers discuss a variety of contexts, populations, programs, and perspectives. The 12 chapters in this collection, authored by prominent authorities in non-native language writing, are research based and conceptual, providing a research-based survey of who the students are, their backgrounds and needs, and how they are placed and instructed in a variety of settings. The authors frame issues, raise questions, and provide portraits of language minority students and the classrooms and programs that serve them. Together, the pieces paint the landscape of college writing instruction for 1.5 generation students and explore the issues faced by ESL and college writing programs in providing appropriate writing instruction to second-language learners arriving from U.S. high schools. This book serves not only to articulate an issue and set an agenda for further research and discussion, but also to suggest paths toward linguistic and cultural sensitivity in any writing classroom. It is thought-provoking reading for college administrators, writing teachers, and scholars and students of first- and second-language composition.

Stance and Voice in Written Academic Genres

College Heinle& Board(2010) AP English Language and Composition 2010 Scoring Guidelines. ... Hyland, K. (2008) 'Disciplinary voices: interactions in research writing', English Text Construction, 1 (1), 5–22.

Author: Carmen Sancho Guinda

Publisher: Springer

ISBN: 9781137030825

Category: Language Arts & Disciplines

Page: 263

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Stance and Voice in Written Academic Genres brings together a range of perspectives on two of the most important and contested concepts in applied linguistics: stance and voice. International experts provide an accessible, yet authoritative introduction to key issues and debates surrounding these terms.

Handbook of Adult and Continuing Education

Beginning to workwithadult English language learners:Some considerations. ... Generation1.5 students and collegewriting. ... Generation 1.5 meets college composition: Issues intheteaching ofwriting to U.S. educated learnersof ESL.

Author: Carol E. Kasworm

Publisher: SAGE Publications

ISBN: 9781483305400

Category: Education

Page: 512

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An authoritative overview of the current state of the field of adult and continuing education Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, program administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship. Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability. Key Features Expanded coverage of social justice, the impact of technology, and the global dimensions of adult and continuing education provides a useful update on theories and practices in the field as they have evolved during the last decade. An invaluable introductory overview and synthesis of key aspects of the field of practice and scholarship acquaints new readers to the field The centrality of social justice in adult and continuing education is addressed in a new section. The broader global context of contemporary adult and continuing education is covered in a final section.

ESL Readers and Writers in Higher Education

Corpus of Contemporary American English (COCA) continued meaning 185; compare collocates 182–3; ... 136–8, 151; in writing 154–5 Generation 1, 5; students 5, 10, 52, 81 globalization 81 grammar: component of writing 166, 169, 173, 175; ...

Author: Norman W. Evans

Publisher: Routledge

ISBN: 9781317648949

Category: Foreign Language Study

Page: 244

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ESL Readers and Writers in Higher Education describes the challenges ESL students in U.S. postsecondary institutions face when studying in a second language, and offers suggestions for how teachers, advisors, tutors, and institutions might provide support that meets the reading and writing needs of this very important student population. Because the ESL profession as a whole, including what professionals are doing in the classroom, sits under the umbrella of an institutional response to a language-related challenge, some solutions aimed at helping students achieve optimal proficiency lie outside of the classroom. As such, this book is based on the assertion that language development support is not the sole responsibility of language teachers. Everyone on campuses that hosts ESL students bears some responsibility for these students' language development. Chapters are therefore, intentionally adapted to appeal to a wide variety of readers from classroom teachers, and teachers in training, to admissions officers, academic advisors, and international student advisors.

A Synthesis of Research on Second Language Writing in English

Targeting language support for nonnative Englishspeaking graduate students at a Canadianuniversity. TESL CanadaJournal, 21,50–71. ... In L. Harklau, M. Siegal, & K. Losey (Eds.), Generation1.5 meets college composition (pp. 81–96).

Author: Ilona Leki

Publisher: Routledge

ISBN: 9781135601522

Category: Education

Page: 272

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'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.

Teaching Readers of English

RELC Journal, 44 (1), 5–33. Richards, J. C. (2015). ... “Extensive reading” for Japanese English majors. ... In M. M. Roberge, M. Siegal, & L. Harklau (Eds), Generation 1.5 in college composition (pp. 3–24). New York, NY: Routledge.

Author: John S. Hedgcock

Publisher: Routledge

ISBN: 9781315465555

Category: Foreign Language Study

Page: 416

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A comprehensive manual for pre- and in-service ESL, EFL, and EIL educators who work with multilingual students at the secondary and postsecondary levels, this text balances insights from reading theory and research with highly practical, field-tested strategies for teaching and assessing second-language reading that educators can readily adopt and adapt to suit their contexts and student populations. Teaching Readers of English is a complete "go-to" source for teaching reading and promoting classroom and professional literacies in an increasingly digital world. Offering principled approaches and methods for planning and delivering effective L2 reading instruction, the text includes pedagogical features, such as questions for reflection, further reading and resources, and application activities to develop purposeful classroom reading lessons in a range of contexts. Changes in the Second Edition: Updated and revised chapters on formative and summative reading assessment, developing vocabulary knowledge and grammatical skill, and cultivating extensive reading and literary appreciation Updated information on institutional settings and reader demographics New pedagogical features in each chapter, including Chapter Summaries, Further Reading, Reflection and Review, and Application Activities A streamlined chapter sequence to enhance the text’s usability

Electronic Writing Centers

Rhetoric, poetics, and cultures: Refiguring college English studies. Urbana, IL: National Council of ... In W. Wresch (Ed.), The computer in composition instruction: A writer's tool (pp. 1 5-33). Urbana, IL: NCTE. Carino, P. (1992).

Author: David Coogan

Publisher: Greenwood Publishing Group

ISBN: 9781567504293

Category: Language Arts & Disciplines

Page: 146

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Describes the emerging practice of e-mail tutoring and suggests a new methodology for tutoring as well as a new mandate for the writing center.

Linguistically Diverse Immigrant and Resident Writers

Transitions from High School to College Christina Ortmeier-Hooper, Todd Ruecker ... Journal of Basic Writing, 30 (1), 5–33. ... Negotiation of identities in a multilingual setting: Korean generation 1.5 in email writing.

Author: Christina Ortmeier-Hooper

Publisher: Routledge

ISBN: 9781317298038

Category: Foreign Language Study

Page: 264

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Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.

Higher Education Handbook of Theory and Research

Community College Journal of Research and Practice, 39(1), 5–19. doi:10.1080/10668926.2012.754731. ... In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated ...

Author: Michael B. Paulsen

Publisher: Springer

ISBN: 9783319268293

Category: Education

Page: 663

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Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Generation Vet

Composition, Student Veterans, and the Post-9/11 University Sue Doe, Lisa Langstraat ... Special issue, New Directions for Student Services 2009 (126): 5–14. http://dx.doi.org/10.1002/ss.311. ... NASPA Journal 45 (1): 73–102.

Author: Sue Doe

Publisher: University Press of Colorado

ISBN: 9780874219425

Category: Language Arts & Disciplines

Page: 242

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Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments. In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges—even clashes—as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty. This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.

Cosmopolitan English and Transliteracy

Exposing whiteness in higher education: White male college students minimizing racism, claiming victimization, ... “Getting our groove on”: Rhetoric, language, and literacy for the hip hop generation. ... AILA Review, 22(1), 5–22. ———.

Author: Xiaoye You

Publisher: SIU Press

ISBN: 9780809335244

Category: Foreign Language Study

Page: 304

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"This book argues for a broad cosmopolitan perspective that emphasizes local as well as global forms of citizenship and identification and sees human connectedness as being deeply underpinned by various accents, styles, and uses of language in everyday practices"--