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LEADERSHIP UPDATES
LETTER FROM THE CHAIR
Gena Bennett, 2013-2014 SLWIS Chair, Kailua, Hawaii, USA

SLWIS Chair Gena Bennett updates members on TESOL 2014, summarizes proposed changes to SLWIS Governing Rules, and encourages continued participation in the upcoming year. Read More

ARTICLES
ARE WE PUNISHING? LOOKING REFLEXIVELY AT OUR RESPONSES TO PLAGIARISM
Jennifer Mott-Smith, Towson University, Maryland, USA

This article helps teachers develop a nonjudgmental approach to students’ textual borrowing. Its approach is reflexive, involving a careful consideration of how we as teachers relate to institutional plagiarism policies, and how we react, both emotionally and in words, to possible instances of student plagiarism. Read More

INNOVATIVE WAYS OF CONDUCTING PEER REVIEW IN THE ESL WRITING CLASSROOM
Melinda Reichelt, University of Toledo, Ohio, USA

This article describes several peer review activities. In one, each class member asks the student author a question, makes a suggestion, or describes what they like about the student’s draft. In other activities, students score a paper from 1–10, receive rewards for providing useful feedback, or provide feedback quickly when they catch a paper ball. Read More

SCAFFOLDING THE SCAFFOLDERS: PEER TUTOR TRAINING IN A MULTILINGUAL CONTEXT
Molly McHarg, Virginia Commonwealth University, Qatar

Writing center landscapes are changing, particularly with the expansion of writing centers internationally. With these changes in landscape come changes in training approaches. This article explores the growth and development of a peer tutor program in Qatar and notes how the importance of faculty perceptions can play a role in peer tutor training when peer educators come from a variety of English backgrounds. The author shares a training technique for multilingual tutors working with fellow multilingual peers in a setting of American higher education. Read More

PEER EDITING NATIVE SPEAKERS' PAPERS: ENGLISH LANGUAGE LEARNERS TURN TO THE WRITING CENTER FOR FEEDBACK EXPERTISE
Kristen Shrewsbury, Melissa Psallidas, E. Haley Cline, Alexa Livezey, Reba Leiding, Kellie Harlow

Peer editing is consistently found in college classrooms, and poses both benefits and challenges to students. To better serve the ELLs utilizing the University Writing Center (UWC) for support with peer editing, this article explores the experience of trained UWC peer educators to whom ELLs have turned for coaching in the task of editing another student’s paper. Read More

REVIEWS
REVIEW OF JOURNAL WRITING IN SECOND LANGUAGE EDUCATION
Bradley Baurain, Briercrest College, Saskatchewan, Canada

This book balances research, theory, and classroom pedagogy on journal writing, making it a valuable addition to the well-regarded Michigan Series on Teaching Multilingual Writers. Read More

REVIEW OF L2 WRITING IN SECONDARY CLASSROOMS: STUDENT EXPERIENCES, ACADEMIC ISSUES, AND TEACHER EDUCATION
Sarah Henderson Lee, Lindenwood University, Saint Charles, Missouri, USA

L2 Writing in Secondary Classrooms addresses a gap in second language writing research by focusing on the experiences and needs of adolescent multilingual writers and their teachers. In doing so, it makes a significant contribution to a growing field and provides an accessible resource for teachers and teacher educators. Read More

REVIEW OF FOREIGN LANGUAGE WRITING INSTRUCTION: PRINCIPLES AND PRACTICES
Kamal Belmihoub, Purdue University, West Lafayette, Indiana, USA,

This edited volume describes current and developing research and pedagogical practices in the field of foreign language writing, accounting for diverse institutional and sociocultural factors in a variety of contexts, making it a useful resource for researchers, students, teachers, teacher educators, program designers, and decision-makers who aim to build a comprehensive theory of L2 writing. Read More

CONFERENCE REPORTS
FROM GENERIC WRITING TO WRITING GENRES: DEVELOPMENTS IN GENRE-BASED L2 WRITING PEDAGOGY
Nigel A. Caplan, University of Delaware, Delaware, USA

Genre-based pedagogies are an antidote to the one-size-fits-all five-paragraph essay. This article summarizes presentations at several recent conferences, explains two important instructional approaches (English for academic purposes and systemic functional linguistics), and discusses the benefits of teaching real genres rather than generic writing in the L2 classroom. Read More

SCHOLARSHIP ON L2 WRITING IN 2012: THE YEAR IN REVIEW
Tony Silva, Mei-Hung Lin, & Suneeta Thomas, Purdue University, Indiana, USA

This overview aims to assist second language writing professionals and other interested parties by synthesizing scholarship on second language writing published during 2012. Read More

SCHOLARSHIP ON L2 WRITING IN 2012: REFERENCES
Tony Silva, Mei-Hung Lin, & Suneeta Thomas, Purdue University, Indiana, USA
 Read More
MAKING SENSE THROUGH WRITING IN THE LAND OF FIRE AND ICE
Andy Curtis, Graduate School of Education, Anaheim University, California, USA

The first part of this paper, based on a plenary given at the 2012 Association of Teachers of English in Iceland conference, presents an overview of the 1,000-year history of writing in Iceland. In the second part, the author summarizes what he learned about the uses of English in Iceland, and in the third part, he proposes encouraging adolescent L2 reading as a way of developing adolescent L2 writing. Read More

ABOUT THIS MEMBER COMMUNITY
SECOND LANGUAGE WRITING IS CONTACT INFORMATION

TESOL’s Second Language Writing IS provides a forum for researchers and educators across grade levels and institutional settings to discuss and exchange information in the area of second language writing. Join the conversation. Read More

SLW NEWS: CALL FOR SUBMISSIONS

SLW News is soliciting articles on second language writing theory, research, and pedagogy in all ESL/EFL settings. Consider sharing your ideas with SLW colleagues by submitting a piece for the next issue. Read More

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