March 2011 Web Version | Text Only Version | Print Version
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LEADERSHIP UPDATE
FROM THE EDITORS
Margi Wald, University of California, Berkeley, USA
Catherine Smith, University of Minnesota, Morris, USA
Suzan Stamper, Indiana University-Purdue University, Indianapolis, USA
Welcome to the second issue of the SLW-CALL InterSection newsletter. Read More
ARTICLES
VOICE IN DIGITAL DISCOURSE
Paul Kei Matsuda, Arizona State University, USA
One of the concepts that has been important in discussing the role of identity in writing is voice. This article explores aspects of a sociocultural definition of voice and the negotiation of identity in digital contexts. Read More
THE MACHINE SCORING OF ESSAYS: REDEFINING WRITING PEDAGOGY?
Deborah Crusan, Wright State University, Dayton, OH, USA
Writing assessment is difficult and challenging work. Recently, teachers have seen promise in machines and programs that can potentially alleviate the perceived burden of grading. These programs ostensibly offer efficiency to writing teachers in terms of assessing the writing their students do as well as encouraging students to view writing as a process in which they revise their work multiple times. In an effort to discover whether machine scoring—also known as automated essay scoring, automated writing evaluation, automated essay evaluation, and automated essay grading—is a boon to the writing classroom, a group of graduate students and I examined MY Access!® with a class of second language writers, looking into their attitudes about machine scoring and the ways they employed the various aspects of the program. Read More
INTRODUCING ARGUMENTATIVE WRITING THROUGH DIALOGUE AND WEB 2.0
Mary Hillis, Kansai University, Japan
This teaching technique describes how to introduce students to the basics of argumentative writing through the creation of a dialogue on a controversial issue using an online digital storytelling tool. Read More
THE LISTEN-TO-WRITE APPROACH: USING AUDITORY MEMORY AND CALL IN CHINESE EFL COLLEGE WRITING EDUCATION
Qingsong (Pine) Gu Wenhua (Angela) Chen Guohua (Tim) Ding Shanghai University of Engineering Science, Shanghai, P.R. China
For a long time, Chinese EFL college writing programs have not delivered desired results for writing development. A primary reason may be a lack of linguistic information in learners’ long-term memory. A proposed solution is to focus on sensory memory and explicitly connect listening to writing during instruction. Read More
A REVIEW OF REAL GRAMMAR: A CORPUS-BASED APPROACH TO ENGLISH
Robert Poole, University of Alabama, USA
Susan Conrad and Douglas Biber’s Real Grammar: A Corpus-Based Approach to English effectively presents a corpus-based approach to grammar instruction for intermediate and advanced English language learners. The engaging and informative text provides an alternative to traditional grammar instruction. Using empirical research methods to identify and describe key language patterns in a corpus of British and American English, it teaches the grammar native speakers actually use. Read More
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