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| 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 |
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| NOTE FROM THE EDITORS |
| Margi Wald, SLW News Managing Editor |
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Please join us in thanking our members and consider joining us as part of the team. Read More |
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| Articles |
| THREE WAYS METAPHOR CAN HELP YOUR SECOND LANGUAGE WRITING CLASS |
| Ha Hoang, Victoria University of Wellington, New Zealand |
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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 |
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| IMPLEMENTING SELF-MONITORING IN THE EFL WRITING CLASSROOM |
| María Elisa Romano & Julia Inés Martínez, Universidad Nacional de Córdoba, Argentina |
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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 |
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| CHINESE WRITERS IN THE U.S. CLASSROOM: MARRYING CULTURES OF LEARNING |
| Aylin Baris Atilgan, Purdue University, West Lafayette, Indiana, USA |
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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 |
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| 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 |
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| EXPLORING PEDAGOGICAL TECHNIQUES IN SECOND LANGUAGE WRITING INSTRUCTION: A SELF-REFLECTION ON REFORMULATION |
| Li-Tang Yu, University of Texas at Austin, Texas, USA |
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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 |
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| DISTANCE TUTORING: ONLINE WRITING CENTER FOR L2 UNIVERSITY STUDENTS |
| J. Elliott Casal & Joseph J. Lee, Ohio University, Athens, Ohio, USA |
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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 |
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| DIALOGUE ACROSS THE LINES: CROSS-TRAINING THE WRITING CENTER |
| Jennifer Haigh & Robert Barrett, Sonoma State University, California, USA |
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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 |
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| Brief Reports |
| REVIEW OF PLACEMENT PRACTICES FOR SECOND LANGUAGE WRITERS IN COLLEGE COMPOSITION |
| Adrian Wurr, University of Tulsa, Oklahoma, USA |
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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 |
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| 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 |
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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 |
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| Book Reviews |
| REVIEW OF NEXT GENERATION GRAMMAR |
| Nancy Pederson, University of Minnesota, Morris, Minnesota, USA |
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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 |
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| REVIEW OF HEADWAY ACADEMIC SKILLS: READING, WRITING, AND STUDY SKILLS - INTRODUCTORY LEVEL |
| John C. Zinck, Walailak University, Nakhon Sri Thammarat, Thailand |
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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 |
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| REVIEW OF L2 WRITING DEVELOPMENT: MULTIPLE PERSPECTIVES |
| Jennifer Slinkard, University of Arizona, Tucson, Arizona, USA |
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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 |
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| TESOL 2014 PREVIEW |
| SLWIS SPECIAL SESSIONS AT TESOL 2014 |
| Todd Ruecker, SLWIS Chair-Elect, University of New Mexico, Albuquerque, New Mexico, USA |
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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 |
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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. We invite you to join the conversation—contact an SLWIS leader for details. 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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