March 2014 Web Version | Text Only Version | Print Version
TESOL HOME Convention Jobs Book Store TESOL Community


Leadership Updates
LETTER FROM THE CHAIR
Gena Bennett, SLWIS Chair, Kailua, Hawaii, USA

Gena Bennett invites all attending members to participate in our events at TESOL 2013 and thanks members for their contributions during the year. Read More

NOTE FROM THE EDITORS
Margi Wald, SLW News Managing Editor
Please join us in thanking our members and consider joining us as part of the team. Read More
Articles
THREE WAYS METAPHOR CAN HELP YOUR SECOND LANGUAGE WRITING CLASS
Ha Hoang, Victoria University of Wellington, New Zealand
This article highlights the significance of metaphorical language in second language writing and proposes three ways to implement insights from metaphor research in the second language writing classroom. Read More
IMPLEMENTING SELF-MONITORING IN THE EFL WRITING CLASSROOM
María Elisa Romano & Julia Inés Martínez, Universidad Nacional de Córdoba, Argentina

This article describes a research project conducted in the Lengua Inglesa II chair at Facultad de Lenguas, Universidad Nacional de Córdoba (Argentina), aimed at exploring the implementation of self-monitoring in an electronic feedback cycle and to analyze the results obtained. Read More

CHINESE WRITERS IN THE U.S. CLASSROOM: MARRYING CULTURES OF LEARNING
Aylin Baris Atilgan, Purdue University, West Lafayette, Indiana, USA
This article emphasizes the importance of culture of learning, a pedagogical concept that is often overlooked in composition pedagogies in international education contexts. This interview project examines how Chinese students in a U.S. university perceive the culture of learning in China and the United States and how they feel about being in the new system. And it asks L2 compositionists in the United States to reexamine their pedagogies in relation to internationalizing populations. Read More
HOW WELL DO WE UTILIZE CAMPUS RESOURCES TO HELP L2 WRITERS?
Elena Shvidko, Purdue University, West Lafayette, Indiana, USA
Because of the increasing number of international students, many universities provide a variety of resources to help them succeed in their academic endeavors. The question is whether teachers utilize these resources to make them part of the course projects and help students become socialized into the academic community.
 Read More
EXPLORING PEDAGOGICAL TECHNIQUES IN SECOND LANGUAGE WRITING INSTRUCTION: A SELF-REFLECTION ON REFORMULATION
Li-Tang Yu, University of Texas at Austin, Texas, USA
This article is a second language writer’s reflection about the effect of reformulation feedback on his writing. The writer examined the revised text and analyzed how the feedback supported his writing. The conclusion provides the advantages and disadvantages of reformulation. Read More
DISTANCE TUTORING: ONLINE WRITING CENTER FOR L2 UNIVERSITY STUDENTS
J. Elliott Casal & Joseph J. Lee, Ohio University, Athens, Ohio, USA
This article describes the development and implementation of a synchronous online writing center for L2 writers. It focuses on need for tutoring services, technology used, online sessions, and benefits and challenges of online tutoring. Although no virtual media may overcome the remoteness of online tutoring, the authors’ synchronous online writing service seems promising as it approximates face-to-face tutoring and provides equitable access to students needing writing assistance from a distance. Read More
DIALOGUE ACROSS THE LINES: CROSS-TRAINING THE WRITING CENTER
Jennifer Haigh & Robert Barrett, Sonoma State University, California, USA
Due to the increasing population of multilingual students on postsecondary campuses that seek help in writing centers, there is a growing need to effectively train tutors to serve this population. The writing center at Sonoma State University has two such programs. This article offers suggestions on how they use cross-training, or tutors sharing their areas of expertise with each other, to help tutors across both programs learn to tutor multilingual students. Read More
Brief Reports
REVIEW OF PLACEMENT PRACTICES FOR SECOND LANGUAGE WRITERS IN COLLEGE COMPOSITION
Adrian Wurr, University of Tulsa, Oklahoma, USA
Developing an efficient and effective method for placing students into first-year writing courses is an ongoing challenge for writing program administrators. This article considers the advantages and disadvantages of new and existing placement practices for the university, the writing program, and the students they serve, particularly second language writers. Read More
DIFFERENT VOICES WERE HEARD: THE 2013 SYMPOSIUM ON SECOND LANGUAGE WRITING
Cong Zhang,, Asst .Chair and Program Chair & Joshua M. Paiz, Asst. Chair, Program Chair, Website Manager, Purdue Univ., Indiana, USA
This past October, the Symposium on Second Language Writing was held at Shandong University, in Jinan, China. The theme of this year’s symposium, “L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices,” was fully realized via talks about the state of second language writing studies in different parts of the world. Read More
Book Reviews
REVIEW OF NEXT GENERATION GRAMMAR
Nancy Pederson, University of Minnesota, Morris, Minnesota, USA

Next Generation Grammar, Pearson’s newest four-level, blended-learning grammar series, offers students the valuable face-to-face interaction in the classroom, high-interest real-life topics, a task-centered approach that includes both writing and speaking skills, and integrated technology for additional practice. Read More

REVIEW OF HEADWAY ACADEMIC SKILLS: READING, WRITING, AND STUDY SKILLS - INTRODUCTORY LEVEL
John C. Zinck, Walailak University, Nakhon Sri Thammarat, Thailand

Headway Academic Skills: Reading, Writing and Study Skills Introductory level provides students with strategies for and practice with writing development and coherence as well as note-taking from course texts. Read More

REVIEW OF L2 WRITING DEVELOPMENT: MULTIPLE PERSPECTIVES
Jennifer Slinkard, University of Arizona, Tucson, Arizona, USA

This recent collection of articles shifts the focus from language development through writing to the development of L2 writing itself. The book presents empirical studies from within the theoretical frameworks of dynamic systems; sociocultural, multicompetence, goal theories of education; and psychology, genre, and systemic functional linguistics. Read More

TESOL 2014 PREVIEW
SLWIS SPECIAL SESSIONS AT TESOL 2014
Todd Ruecker, SLWIS Chair-Elect, University of New Mexico, Albuquerque, New Mexico, USA
SLWIS features a wide range of exciting presentations during the upcoming 2014 TESOL Convention in Portland. Read on to learn more about this year's Academic Session, InterSections, and other SLWIS events. 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. We invite you to join the conversation—contact an SLWIS leader for details. 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
In This Issue
Leadership Updates
Articles
Brief Reports
Book Reviews
TESOL 2014 PREVIEW
ABOUT THIS MEMBER COMMUNITY
Tools
Search Back Issues
Forward to a Friend
RSS Feed
Recent TESOL Press Releases
TESOL and ETS Announce 2014 TESOL Award for Distinguished Research
Dr. Stephen Bax's article introduces the first ever use of eye tracking technology to research cognitive processing in language tests.


TESOL and National Geographic Learning Announce 2014 TESOL Teacher of the Year

City College of San Francisco tenured EFL instructor Ann Fontanella named 2014 TESOL Teacher of the year.

If you no longer wish to receive this publication, please login to your TESOL account and unsubscribe.