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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
| Nigel Caplan, University of Delaware, Newark, Delaware, USA |
SLWIS Chair Nigel Caplan provides an update on SLWIS proposal
submissions for the 2018 TESOL convention and discusses ways that
interest section members can stay connected throughout the
year. Read More |
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| LETTER FROM THE EDITORS |
| Ilka Kostka, Northeastern University, Boston, Massachusetts, USA & Elena Shvidko, Utah State University, Logan, Utah, USA |
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The SLW News editorial team welcomes readers
to this issue and invites members to write for the
newsletter. Read More |
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| ARTICLES |
| SCHOLARSHIP ON L2 WRITING IN 2016: THE YEAR IN REVIEW |
| Tony Silva, Kai Yang, Elena Shvidko, & Ji-young Shin |
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Based on an extensive review of the scholarship published on
second language writing in 2016, the authors have identified and
provided brief accounts of these publications and have categorized them
by topic or focus, specifically, as addressing writers, readers,
contexts, instruction, texts, and assessment. Read More |
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| CHALLENGES FACED BY SAUDI STUDENTS WRITING AT A U.S. UNIVERSITY |
| Melinda Reichelt, University of Toledo, Toledo, Ohio, USA & Li Shucang, Qilu University of Technology, Jinan, China |
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This research study investigated writing difficulties Saudi
students encountered and adaptive strategies they implemented to adjust
to writing in an English-dominant university. Students delineated
strategies they used for grappling with challenges they faced. The
researchers found students’ use of technology in writing of particular
interest. Read More |
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| USING OBSERVATION JOURNALS TO AWAKEN OBSERVATION SKILLS AND INCREASE COMFORT WITH WRITING |
| Patrick T. Randolph, University of Nebraska-Lincoln, Lincoln, Nebraska, USA |
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How can instructors inspire students to put down their
smartphones and become acute observers of their host culture while
developing their writing skills? Randolph proposes that using
observation journals is the answer and describes how they can awaken
students’ observation skills and help them become comfortable in writing
English. Read More |
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| A PERSONAL REFLECTION: CAUGHT IN THE AMERICAN WRITING WORKSHOPS AS A SECOND LANGUAGE WRITER |
| Guifang Xue, University of New Hampshire, Durham, New Hampshire, USA |
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Second language writers face challenges and often feel
discouraged in mainstream culture-oriented writing workshops. In this
narrative, Xue describes her workshop experiences and how she found a
way to use her voice in writing to an American audience without losing
her cultural identity. Read More |
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| FLIPPING ELEMENTARY PRESERVICE TEACHERS' ESL COURSEWORK: FOCUS ON TEACHING WRITING FOR ENGLISH LANGUAGE LEARNERS |
| Yong-Jik Lee, University of Florida, Gainesville, Florida, USA & Tuba Yilmaz, University of Florida, Gainesville, Florida, USA |
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The project described aims to understand how the flipped
classroom influences elementary preservice teachers’ pedagogical skills
for teaching writing to English language learners. Preliminary findings
showed that the flipped classroom approach created an avenue for
preservice teachers to apply English as a second language writing
strategies from the course readings to in-class activities. Read More |
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| MEMBER PROFILES |
| GRADUATE STUDENT SPOTLIGHT: HADI BANAT |
| Interview by Elena Shvidko, Utah State University, Logan, Utah, USA |
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In this section edited by Elena Shvidko, we introduce you to
graduate students who are researching and teaching second language
writing. This spotlight features Hadi Banat of Purdue
University. Read More |
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| GRADUATE STUDENT SPOTLIGHT: KELLY J. CUNNINGHAM |
| Interview by Elena Shvidko, Utah State University, Logan, Utah, USA |
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In this section edited by Elena Shvidko, we introduce you to
graduate students who are researching and teaching second language
writing. This spotlight features Kelly J. Cunningham of Iowa State
University. Read More |
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| GRADUATE STUDENT SPOTLIGHT: JOSEPH WILSON |
| Interview by Elena Shvidko, Utah State University, Logan, Utah, USA |
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In this section edited by Elena Shvidko, we introduce you to
graduate students who are researching and teaching second language
writing. This spotlight features Joseph Wilson of the University of
Tennessee-Knoxville. Read More |
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| BOOK REVIEWS |
| REVIEW OF DISCIPLINE-SPECIFIC WRITING: THEORY INTO PRACTICE |
| Tetyana Bychkovska,George Mason University, Fairfax, Virginia, USA |
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Discipline-Specific Writing: Theory Into
Practice, edited by John Flowerdew and Tracey Costley, is a
comprehensive guide on teaching and developing a discipline-specific
writing course. It offers practical advice based on research from
leading practitioners in the field, guiding readers through the main
stages of the writing course Curriculum Cycle. Read More |
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| REVIEW OF ACADEMIC WRITING STEP BY STEP: A RESEARCH-BASED APPROACH |
| Steven Thurlow, The University of Melbourne, Victoria, Australia |
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Designed for academic or research writing courses, Academic Writing Step by Step: A Research-Based
Approach features a scaffolded approach to core reading and
writing skills. Informed by theoretical frameworks, such as genre
theory, this textbook is useful for a range of university
undergraduates, especially advanced ESL/EFL learners. Read More |
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| ABOUT THIS COMMUNITY |
| 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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| SLWIS IS CONTACT INFORMATION |
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TESOL’s Second Language Writing Interest Section (SLWIS)
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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