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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 |
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| ARTICLES |
| ARE WE PUNISHING? LOOKING REFLEXIVELY AT OUR RESPONSES TO PLAGIARISM |
| Jennifer Mott-Smith, Towson University, Maryland, USA |
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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 |
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| INNOVATIVE WAYS OF CONDUCTING PEER REVIEW IN THE ESL WRITING CLASSROOM |
| Melinda Reichelt, University of Toledo, Ohio, USA |
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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 |
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| SCAFFOLDING THE SCAFFOLDERS: PEER TUTOR TRAINING IN A MULTILINGUAL CONTEXT |
| Molly McHarg, Virginia Commonwealth University, Qatar |
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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 |
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| 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 |
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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 |
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| REVIEWS |
| REVIEW OF JOURNAL WRITING IN SECOND LANGUAGE EDUCATION |
| Bradley Baurain, Briercrest College, Saskatchewan, Canada |
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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 |
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| REVIEW OF L2 WRITING IN SECONDARY CLASSROOMS: STUDENT EXPERIENCES, ACADEMIC ISSUES, AND TEACHER EDUCATION |
| Sarah Henderson Lee, Lindenwood University, Saint Charles, Missouri, USA |
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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 |
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| REVIEW OF FOREIGN LANGUAGE WRITING INSTRUCTION: PRINCIPLES AND PRACTICES |
| Kamal Belmihoub, Purdue University, West Lafayette, Indiana, USA, |
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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 |
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| CONFERENCE REPORTS |
| FROM GENERIC WRITING TO WRITING GENRES: DEVELOPMENTS IN GENRE-BASED L2 WRITING PEDAGOGY |
| Nigel A. Caplan, University of Delaware, Delaware, USA |
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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 |
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| SCHOLARSHIP ON L2 WRITING IN 2012: THE YEAR IN REVIEW |
| Tony Silva, Mei-Hung Lin, & Suneeta Thomas, Purdue University, Indiana, USA |
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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 |
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| SCHOLARSHIP ON L2 WRITING IN 2012: REFERENCES |
| Tony Silva, Mei-Hung Lin, & Suneeta Thomas, Purdue University, Indiana, USA |
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Read More |
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| MAKING SENSE THROUGH WRITING IN THE LAND OF FIRE AND ICE |
| Andy Curtis, Graduate School of Education, Anaheim University, California, USA |
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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 |
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| ABOUT THIS MEMBER COMMUNITY |
| SECOND LANGUAGE WRITING IS CONTACT INFORMATION |
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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 |
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| SLW NEWS: CALL FOR SUBMISSIONS |
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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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