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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

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.
micklethwait

Cox.pdf - Google Drive - 3 views

docs.google.com/...edit

shared by micklethwait on 30 Oct 14 - No Cached
  • micklethwait on 30 Oct 14
     
    Ugh. I can't annotate the PDFs. Janopoulos might have some useful info on writing proficiency exams, but from 1995. Ann M. Johns (2001) has some best practices opinions for international comp and (1991) for English competency exams. Matsuda and Jablonski (n.d.)--seems to contradict what I said about the difference in L1 and L2 learning needs being only a difference of degree. Wolfe-Quintero and Segade, "University Support for Second-Language Writers Across the Curriculum" (1999)--looks promising. Angelova & Riazantseva (1999)--case studies of international students learning the conventions of academic writing in the US. Zawacki & Habib (2010) "'Will Our Stories Help Teachers Understand?' Multilingual Students Talk about identity, academic writing, and expectations across academic communities."  As a side note: working with these kinds of sources could make an interesting WAW theme for a Comp II-international section. 
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

Why Give Space to Writing Teachers Who Lack Passion or Knowledge? - Letters - Blogs - T... - 0 views

www.chronicle.com/...-who-lack-passion-or-knowledge

composition problems criticism Chronicle

shared by micklethwait on 28 Feb 17 - No Cached
  • Chronicle critics question course outcomes
  • Chronicle critics question research.
  • Chronicle critics offer faulty visions for the course.
  • ...3 more annotations...
  • Chronicle critics question whether the course should exist.
  • Chronicle critics volunteer that they lack expertise in the teaching of writing.
  • According to Bauerlein: Research in writing should “make students better business communicators, more efficient readers and writers, more productive workers.”
micklethwait

Kam and Meinema, Context - 1 views

wac.colostate.edu/...kam_meinema.cfm

rough guide international writing

shared by micklethwait on 30 Oct 14 - Cached
  • Culturally Coined
  • Büker (2003, 46-48)
  • actual and assumed differences
  • ...5 more annotations...
  • processes and products
  • content knowledge
  • Biggs notes that research results indicate that the difficulties perceived by international students differ in extent from problems perceived by local students, and not in kind.
  • The ETOC, the Expert Centre on Language, Communication and Education
  • Developing additional (didactic) course elements (e.g. developing writing assignments). Making teaching aids (handouts, good practices, assignments) available (by means of an online writing center). Developing policies concerning the teaching of communicative skills, aimed at imbedding teaching communicative skills into curricula (Van Kruiningen, 2004).
  • micklethwait on 30 Oct 14
     
    This one looks most relevant to our goals out of the ones in this journal issue.
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