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micklethwait

Universities Try a Cultural Bridge to Lure Foreign Students - NYTimes.com - 1 views

www.nytimes.com/...-to-lure-foreign-students.html

universities bridge students

shared by micklethwait on 03 Nov 14 - No Cached
  • micklethwait on 03 Nov 14
     
    Kathy's suggested reading on the growth of bridge programs.
Moriah McCracken

Special Issue: The Linguistically-Diverse Student - 2 views

wac.colostate.edu/lds

special issue multilingual writing instruction

shared by Moriah McCracken on 30 Oct 14 - No Cached
  • Moriah McCracken on 30 Oct 14
     
    Guest Editor's "Introduction," Ann Johns "Demystifying Disciplinary Writing: A Case Study in the Writing of Chemistry," Stoller, Jones, Costanza-Robinson, Robinson "Linguistically and Culturally Diverse Students' Perceptions of Successful Classroom Practices in a UK Graduate Program," Sarah Rich "Familiarizing Postgraduate ESL Students with the Literature Review in a WAC/EAP Engineering Classroom," Gavin Melles "Teaching Academic Writing to International Students in an Interdisciplinary Writing Context: A Pedagogical Rough Guide," Kam & Meinema "
  • micklethwait on 30 Oct 14
     
    I found a lot of these address graduate students. The last one seems most relevant.
micklethwait

WPA / CompPile Research Bibliographies - 2 views

comppile.org/...index.php

wpa bibliography bibliographies

shared by micklethwait on 04 Sep 14 - Cached
  • Stretch Courses
  • Second Language Writing and Writing Program Administration
  • WAC-WID and Second Language Writers
  • ...3 more annotations...
  • Writing-About-Writing Curricula: Origins, Theories, and Initial Field-Tests
  • Directed Self-Placement
  • Global Englishes and Language Difference
micklethwait

Taking Hold of Global Englishes: Intensive English Programs as Brokers of Transnational... - 1 views

licsjournal.org/...128

brokers literacy transnationality

shared by micklethwait on 03 Nov 15 - No Cached
  • how literacy is taught and learned transnationally. Specifically, I examine how the transnational political economy of English literacy is negotiated discursively at one US-based IEP (Northwest IEP) through teacher and student talk. From this discourse analysis, I suggest that, in addition to the difficult and time-consuming tasks of language learning, students in my study were involved in and recipients of another, much less visible type of literacy management: the ongoing valuing and defining of each other’s prior literacy-related knowledge vis-à-vis their and other students’ access to global Englishes. Thus, Northwest IEP did more than situate students in relation to privileged English literacy. That institution also served as a broker for the shifting status and subsequent privileging of global Englishes. This dynamic gives insight into how multilingual spaces come to mediate the broader transnational political economy of English literacy. Ultimately, this research shows the value of looking into institutes at the periphery of US higher education, which broadens the field’s linguistic terrain to situate US-based composition as one of many actors across the transnational landscape of higher education.   
micklethwait

Working With International Student Writers | University of Denver - 0 views

www.du.edu/...14second-language-writers.html

esl writing grading

shared by micklethwait on 28 Mar 17 - No Cached
  • Fluency generally takes 5-10 years to develop.
  • First, a majority of international students will not produce error-free prose.
  • But focusing only on surface features may miss strengths—and weaknesses—in the other two dimensions, and that would be a mistake.
  • ...4 more annotations...
  • Third, as a consequence, read charitably.
  • Short, directed feedback, perhaps with editing just a page or so (and not the whole paper) can be even more valuable because it focuses students' attention. You can find some tips to responding to student writing in Writing Beyond Writing Classes: Resources for University of Denver Faculty, especially pages 18-34, also available in print from the Writing Program.
  • Having a terminology can be efficient in looking things up in reference books (such as The Simon and Schuster Handbook for Writers, of which I'm a co-author and wrote a 100-page section for second language learners, by the way) or in solidifying an emerging structure.
  • Is this "fair" to native writers? We can debate the ins and outs. But this approach strikes me as pragmatic, ethical, and realistic. If we want to insist that an A is ever and always an A, for all students, then we probably should just massively ramp our admissions criteria and screening for international students, dropping the number admitted to 1 or 2% of the student body perhaps. However, I think there would be enormous costs of doing so, and I don't simply mean the loss of tuition income.
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