SLWIS Newsletter - October 2020 (Plain Text Version)

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In this issue:
LEADERSHIP UPDATES
•  LETTER FROM THE CHAIR
•  LETTER FROM THE EDITOR
ARTICLES
•  USING NATIVE LANGUAGE CULTURE TO OVERCOME RESISTANCE TO WRITING IN THE SECOND LANGUAGE CLASSROOM
•  APPLYING LEARNER CORPUS DATA IN SECOND LANGUAGE WRITING COURSES
•  A SAMPLE MOVES STRUCTURE ANALYSIS OF THE UNDERGRADUATE ENGINEERING LAB REPORT GENRE FOR SECOND LANGUAGE WRITERS
•  DYNAMIC AND COLLABORATIVE WRITING: MAKING THE ACADEMIC WRITING PROCESS FRIENDLY
GRADUATE STUDENT SPOTLIGHTS
•  CHAU TRUONG
ABOUT THIS COMMUNITY
•  SLW NEWS: CALL FOR SUBMISSIONS
•  SECOND LANGUAGE WRITING IS CONTACT INFORMATION

 

LETTER FROM THE EDITOR

Elena Shvidko, Utah State University, Logan, Utah, USA


Greetings SLWIS Members!

Welcome to the October 2020 issue of SLW News! This year has been challenging for many of us, and we appreciate your constant support and your professional devotion to our community. Despite many challenges of both the professional and personal nature that many of the Second Language Writing Interest Section (SLWIS) have been experiencing for the past several months, we have received a great number of submissions for this fall issue of the newsletter, and we would like to express our gratitude to all of our contributors!

In this issue, SLWIS Chair Aylin Atilgan Relyea provides a brief overview of the activities that SLWIS had this past summer, outlines future professional activities, and invites members to stay connected throughout the year.

This issue features four articles on different topics related to second language writing. Aviva Ueno from Meiji Gakuin University, Yokohama, Japan discusses how writing assignments that have an important component from Japanese culture can help Japanese learners of English overcome their writing anxiety and produce more meaningful writing. Ashley Velázquez, Nina Conrad, Shelley Staples, and Kevin Sanchez from the University of Arizona, USA describe examples of corpus-informed instruction that utilize a learner corpus and facilitate students’ awareness of their language choices in the L2 writing classroom. Yanisa Scherber from the University of Alabama, USA provides a sample moves structure analysis of the undergraduate engineering lab report genre and explains how it can be implemented in a variety of settings. Beatriz Erazo from San Pablo Bolivian Catholic University, Bolivia discusses how dynamic and collaborative writing can make students’ writing process more friendly and less frustrating.

Our regular section, Graduate Student Spotlight, features Chau Truong, who has recently graduated from the University of Hawaiʻi at Mānoa. We always like to hear from graduate students in our community, so if you are a master’s or doctoral student and would like to contribute to our Graduate Student Spotlight section, please contact Elena Shvidko for more details.

Once again, we would like to thank all the authors for their invaluable contributions. We encourage all of you to share your teaching and research insights with the SLWIS community in the next (pre-convention) issue of SLW News, which will be published in March 2021. We are particularly interested to hear how you are adapting your teaching to various online platforms. So if you have an example of an L2 writing activity that you have effectively transformed from a conventional face-to-face classroom to an online mode, we encourage you to share your idea with the SLWIS community. The deadline for submissions is January 10. For more information, please visit the Submission Guidelines in this issue.

We hope you enjoy this issue. Happy reading and have a great academic year!

Best wishes,

Elena Shvidko
SLW News Editor