Teaching College Writing to Diverse Student Populations

This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education.

Author: Dana Ferris

Publisher: University of Michigan Press

ISBN: 9780472033379

Category: Education

Page: 169

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Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s). This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the “audience” issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.

Linguistically Diverse Immigrant and Resident Writers

Transitions from High School to College Christina Ortmeier-Hooper, Todd Ruecker. Canagarajah, A. S. (2006). ... College Composition and Communication, 57(4), 586–619. ... Teaching college writing to diverse student populations.

Author: Christina Ortmeier-Hooper

Publisher: Routledge

ISBN: 9781317298038

Category: Foreign Language Study

Page: 250

View: 995

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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.

Transnational Writing Program Administration

They are ESL writers who are caught between the formal ESL and English department programs. ... Students: Lessons Learned at Hispanic-Serving Institutions; Ferris's (2009) Teaching College Writing to Diverse Student Populations; Horner, ...

Author: David S. Martins

Publisher: University Press of Colorado

ISBN: 9780874219623

Category: Language Arts & Disciplines

Page: 304

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While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

ESL Readers and Writers in Higher Education

Logan, UT: Utah State University Press. Ferris, D. (2009). Teaching college writing to diverse student populations. Ann Arbor, MI: University of Michigan Press. Grabe, W., & Stoller, F. (2011). Teaching and researching reading (2nd ed.) ...

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.

Teaching L2 Composition

Teaching college writing to diverse student populations. Ann Arbor, MI: University of Michigan Press. Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical ...

Author: Dana R. Ferris

Publisher: Routledge

ISBN: 9781136696657

Category: Foreign Language Study

Page: 443

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This theory-to-practice text presents pedagogical approaches to teaching L2 composition in the framework of current theoretical perspectives on L2 writing processes, practices, and writers and provides an array of hands-on, practical examples, materials, and tasks.

Teaching U S Educated Multilingual Writers

The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339. ... Response to student writing: Research implications for second language students. ... Teaching college writing to diverse student populations.

Author: Mark Roberge

Publisher: University of Michigan Press

ISBN: 9780472035557

Category: Education

Page: 339

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This volume was born to address the lack of classroom-oriented scholarship regarding U.S.-educated multilingual writers. Unlike prior volumes about U.S.-educated multilinguals, this book focuses solely on pedagogy--from classroom activities and writing assignments to course curricula and pedagogical support programs outside the immediate classroom. Unlike many pedagogical volumes that are written in the voice of an expert researcher-theorist, this volume is based on the notion of teachers sharing practices with teachers. All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts. This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.

Teaching English to Second Language Learners in Academic Contexts

Reading, Writing, Listening, and Speaking Jonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. ... Cambridge, UK: Cambridge University Press. ... Teaching college writing to diverse student populations.

Author: Jonathan M. Newton

Publisher: Routledge

ISBN: 9781317236542

Category: Foreign Language Study

Page: 286

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Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill—reading, writing, listening, and speaking—works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practicing EAP teachers who want to upgrade their teaching abilities and knowledge bases.

Integrating Writing Strategies in EFL ESL University Contexts

Teaching writing in a globally networked learning environment (GNLE): Diverse students at a distance. Manuscript submitted for publication. ... Listening skills and students' learning in large-enrollment, introductory courses.

Author: Jennifer Lynn Craig

Publisher: Routledge

ISBN: 9781136649806

Category: Education

Page: 208

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Clearly explaining writing-across-the-curriculum (WAC) pedagogy for English language teachers in university settings, this book offers an accessible guide to integrating writing and speaking tasks across the curriculum and in disciplinary courses. Teachers will find this book useful because its direct, practical advice can be easily incorporated in their classrooms to help their students develop advanced disciplinary English skills in writing, oral presentation, and graphical presentation. Enhancing its usefulness and relevance, each chapter includes coverage of the use of technology for teaching and learning; ways in which teachers can effectively and efficiently assess writing and speaking; and vignettes or examples to Illustrate writing strategies or assignments in different contexts. Pulling together the key features of writing-across-the-curriculum in one volume this book, is an efficient resource for busy EFL/ESL teachers worldwide.

Tutoring Second Language Writers

“Teaching Writing in a Globally Networked Learning Environment (GNLE): Diverse Students at a Distance. ... Student Writing. Michigan Series on Teaching Multilingual Writers. ... Teaching College Writing to Diverse Student Populations.

Author: Shanti Bruce

Publisher: University Press of Colorado

ISBN: 9781607324140

Category: Language Arts & Disciplines

Page: 288

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Tutoring Second Language Writers, a complete update of Bruce and Rafoth’s 2009 ESL Writers, is a guide for writing center tutors that addresses the growing need for tutors who are better prepared to work with the increasingly international population of students seeking guidance at the writing center. Drawing upon philosopher John Dewey’s belief in reflective thinking as a way to help build new knowledge, the book is divided into four parts. Part 1: Actions and Identities is about creating a proactive stance toward language difference, thinking critically about labels, and the mixed feelings students may have about learning English. Part 2: Research Opportunities demonstrates writing center research projects and illustrates methods tutors can use to investigate their questions about writing center work. Part 3: Words and Passages offers four personal stories of inquiry and discovery, and Part 4: Academic Expectations describes some of the challenges tutors face when they try to help writers meet readers’ specific expectations. Advancing the conversations tutors have with one another and their directors about tutoring second language writers and writing, Tutoring Second Language Writers engages readers with current ideas and issues that highlight the excitement and challenge of working with those who speak English as a second or additional language. Contributors include Jocelyn Amevuvor, Rebecca Day Babcock, Valerie M. Balester, Shanti Bruce, Frankie Condon, Michelle Cox, Jennifer Craig, Kevin Dvorak, Paula Gillespie, Glenn Hutchinson, Pei-Hsun Emma Liu, Bobbi Olson, Pimyupa W. Praphan, Ben Rafoth, Jose L. Reyes Medina, Guiboke Seong, and Elizabeth (Adelay) Witherite.

Written Corrective Feedback in Second Language Acquisition and Writing

Treatment oferror in second language student writing. Ann Arbor, MI: University ... The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? ... Teaching college writing to diverse student populations.

Author: John Bitchener

Publisher: Routledge

ISBN: 9781136836091

Category: Education

Page: 232

View: 985

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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.

Handbook of Second and Foreign Language Writing

Teaching college writing to diverse student populations. Ann Arbor, MI: University of Michigan Press. Ferris, Dana, Jeffrey Brown, Hsiang Liu, and Maria Stine. 2011. Responding to L2 students in college writing classes: What teachers ...

Author: Rosa M. Manchón

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9781501500282

Category: Language Arts & Disciplines

Page: 669

View: 916

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The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.

WAC and Second Language Writers

Multilingual strategies of negotiating English: From conversation to writing. ... The idea of expertise: An exploration of cognitive and social dimensions of writing. College ... Teaching college writing to diverse student populations.

Author: Terry Myers Zawacki

Publisher: Parlor Press LLC

ISBN: 9781602355057

Category: Foreign Language Study

Page: 492

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Editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.

A Rhetoric for Writing Program Administrators

Symposium on Second Language Writing. Arizona State University. Tempe, AZ. 7 Nov 2009. Plenary Address. Ferris, Dana. Teaching College Writing to Diverse Student Populations. Ann Arbor: U of Michigan P, 2009. Print.

Author: Rita Malenczyk

Publisher: Parlor Press LLC

ISBN: 9781602354357

Category: Language Arts & Disciplines

Page: 471

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Influenced by Erika Lindemann’s A Rhetoric for Writing Teachers, A Rhetoric for Writing Program Administrators delineates the major issues and questions in the field of writing program administration and provides readers new to that field with theoretical lenses through which to view those issues and questions. In brief and direct though not oversimplified chapters, A Rhetoric for Writing Program Administrators explains the historical and theoretical background of such concepts as “academic freedom,” “first-year composition,” “basic writing,” “writing across the curriculum,” “placement,” “ESL,” “general education,” and “transfer. ” Its thirty-nine contributors are seasoned writing program and center administrators who, in a range of voices, map the discipline of writing program administration and guide readers toward finding their own answers to solving problems at their own institutions.

The Internationalization of US Writing Programs

Teaching College Writing to Diverse Student Populations. Ann Arbor: University of Michigan Press. https://doi.org/10.3998/mpub.263445. Foster, David. 2006. Writing with Authority: Students' Roles as Writers in CrossNational Perspective.

Author: Shirley K. Rose

Publisher: University Press of Colorado

ISBN: 9781607326762

Category: Language Arts & Disciplines

Page: 284

View: 141

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The Internationalization of US Writing Programs illuminates the role writing programs and WPAs play in defining goals, curriculum, placement, assessment, faculty development, and instruction for international student populations. The volume offers multiple theoretical approaches to the work of writing programs and illustrates a wide range of well-planned writing program–based empirical research projects. As of 2016, over 425,000 international students were enrolled as undergraduates in US colleges and universities, part of a decade-long trend of increasing numbers of international students coming to the United States for both undergraduate and graduate degrees. Writing program administrators and writing teachers across the country are beginning to recognize this changing demographic as a useful catalyst for change in writing programs, which are tasked with preparing all students, regardless of initial level of English proficiency, for academic and professional writing. The Internationalization of US Writing Programs is the first collection to focus specifically on this crucial aspect of the roles and responsibilities of WPAs, who are leading efforts to provide all students on their campuses, regardless of nationality or first language, with competencies in writing that will serve them in the academy and beyond. Contributors: Jonathan Benda, Michael Dedek, Christiane Donahue, Chris W. Gallagher, Kristi Girdharry, Tarez Samra Graban, Jennifer E. Haan, Paula Harrington, Yu-Kyung Kang, Neal Lerner, David S. Martins, Paul Kei Matsuda, Heidi A. McKee, Libby Miles, Susan Miller-Cochran, Matt Noonan, Katherine Daily O’Meara, Carolina Pelaez-Morales, Stacey Sheriff, Gail Shuck, Christine M. Tardy, Stanley Van Horn, Daniel Wilber, Margaret Willard-Traub

Principles and Practices for Response in Second Language Writing

Developing Self-Regulated Learners Maureen Snow Andrade, Norman W. Evans ... The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. ... Teaching college writing to diverse student populations.

Author: Maureen Snow Andrade

Publisher: Routledge

ISBN: 9781136641787

Category: Education

Page: 240

View: 564

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Based on the assumptions that students expect feedback and want to improve, and that improvement is possible, this book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers’ response to learners at all stages of the writing process. This approach provides teachers with principles and activities for helping students to take more responsibility for their own learning. By using self-regulated learning strategies, students can increase their independence from the teacher, improve their writing skills, and continue to make progress once the course ends, with or without teacher guidance. The book focuses on the six dimensions of self-regulated learning —motive, methods of learning, time, physical environment, social environment, and performance. Each chapter offers practical activities and suggestions for implementing the principles and guidelines, including tools and materials that teachers can immediately use.

Dialogue on Writing

Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap.

Author: Geraldine DeLuca

Publisher: Routledge

ISBN: 1410603962

Category: Language Arts & Disciplines

Page: 504

View: 485

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Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body. As such, it is equally relevant for teacher training in basic writing, ESL, and first year composition, the premise being that in most colleges and universities today teachers of each of these types of courses encounter similar student populations and teaching challenges. Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap. It includes in one volume: *the latest thinking about teaching and tutoring basic writing, ESL, and first year composition students; *seminal articles, carefully selected to be accessible to those new to the field, by classic authors in the field of composition and ESL, as well as a number of new voices; *attention to both theory and practice, but with an emphasis on practice; and *articles about non-traditional students, multiculturalism, and writing across the disciplines. The text includes suggestions for pedagogy and invitations for exploration to engage readers in reflection and in applications to their own teaching practice.

Linguistic Minority Students Go to College

Teaching college writing to diverse student populations. Ann Arbor, MI: University of Michigan Press. Gray, M. J., Rolph, E. S., & Melamid, E. (1996). Immigration and higher education: Institutional responses to changing demographics.

Author: Yasuko Kanno

Publisher: Routledge

ISBN: 9781136814945

Category: Education

Page: 270

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Currently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college. Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate. Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.

Reconnecting Reading and Writing

Start with what the student knows or what the student can imagine. ... Everyone can write: Essays toward a hopeful theory of writing and teaching writing. Cary, NC: Oxford UP. ... Teaching college writing to diverse student populations.

Author: Alice S. Horning

Publisher: Parlor Press LLC

ISBN: 9781602354616

Category: Language Arts & Disciplines

Page: 339

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Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.

An Introduction to Applied Linguistics

College Composition and Communication 35(2): 155–171. Elbow, P. (1987) Closing my eyes as I speak: An argument for ignoring audience. College English 49: 50–69. Ferris, D. (2009) Teaching College Writing To Diverse Student Populations.

Author: Norbert Schmitt

Publisher: Routledge

ISBN: 9781444127829

Category: Language Arts & Disciplines

Page: 352

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An Introduction to Applied Linguistics, Second Edition provides a complete, authoritative and up-to-date overview of the state of the field. Each of the 15 chapters offers an extended survey of a central element of Applied Linguistics and is co-authored by two leading international specialists, thus ensuring a full and balanced treatment of the topic covered. The book is divided into three sections: a description of language and language use; essential areas of enquiry; and the four skills and testing. An Introductory chapter familiarises readers with key issues and recurrent themes whilst hands-on activities and further reading sections for each chapter encourage practical analysis and wider reading. For this new edition, each chapter has been fully revised in line with new research and thinking in Applied Linguistics. With its accessible style, broad coverage and practical focus, this book is ideal for students of applied linguistics, TESOL, and second language pedagogy as well as practicing teachers and researchers wishing to update their knowledge.

Multilingual Writers and Writing Centers

Essentials of Teaching Academic Vocabulary. Stamford, CT: Cenage. ... Journal of Second Language Writing 5 (3): 197–226. http://dx.doi.org/10.1016/S1060-3743(96)90002-8. ... Teaching College Writing to Diverse Student Populations.

Author: Ben Rafoth

Publisher: University Press of Colorado

ISBN: 9780874219647

Category: Language Arts & Disciplines

Page: 184

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Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tutor—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future. This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors; and his own decades of experience. Well-grounded in daily writing center practice, the author identifies which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations. Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.