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Tom Halford

WRITING CENTER AS CONTACT ZONE: RESOURCES FOR MEDIATION - 0 views

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    Jessica MurrayFlorida Atlantic University
    From Praxis: "When ESL writers write, they are attempting to be heard in an academic community. One of the academy's shortcomings is its disinclination to hear from writers who struggle with academic discourse. In a contact zone, such as a university that includes accomplished and novice academics, communication becomes a casualty (particularly with novices whose first language is not English)."
Lee Ann Glowzenski

Jonathon Martinez - Tutoring Podcast - 1 views

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    SUNY Plattsburgh's Jonathon Martinez sits down with Tom Halford to chat about writing tutoring. Martinez talks about learning to speak English fluently as a child, and he explains why he wanted to become a writing tutor.
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    John Martinez's "Tutoing Podcast" was published in the Fall 2014 student journal Tutors.
Lee Ann Glowzenski

Developing an ESL Writing Center - 0 views

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    discussing pros, cons, and options
mickey130

Cultural and Linguistic Awareness | English Department - University of Maryland - 2 views

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    University of Maryland Writing Center's website has a page on Cultural and Linguistic Awareness. Individual pages on Amharic, Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Russian, and Spanish.
mickey130

ESL Instructional Resources - For Faculty - Writing and Communication Center - UW Bothell - 0 views

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    University of Washington Bothell Writing and Communication Center's extensive list of ESL Instructional resources, Young-Kyung Min who wrote all the resources offers the following: "Over the last four decades, the demographics in US institutions of higher education have rapidly changed with an ever-increasing enrollment of non-native English speaking students. The enrollment of non-native English speaking students on our campus has greatly increased since its establishment. Creating a global learning environment is one of the main learning goals for our campus; thus, it is very important for faculty to continue learning about the particular needs and concerns of our non-native English speaking students and the campus resources available to assist faculty in helping students with their needs and concerns. Please continue to visit this website as more resources will be added to this section."
mickey130

The Role of Individual Differences in L2 Learners' Retention of Written Corrective Feed... - 1 views

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    The present study aims to investigate the extent to which L2 learners' individual differences (field dependency and writing motivation) predict their retention of a teacher's written corrective feedback (CF) in the short and in the long run. Using Ellis's (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students' successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.
mickey130

Journal of Response to Writing - 2 views

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    The Journal of Response to Writing is an international, peer-reviewed journal for writing theorists, researchers, and practitioners of Second and Foreign Language Instruction, Applied Linguistics, and Composition to make quality contributions to the study of response to writing.  While we value traditional forms of response, including marginal notes, face-to-face interactions, electronic feedback, self-reflection, and peer review, we also value and encourage the research of alternative response methods, purposes, and practices.

    The journal is open-access


    This journal responds to a growing need and interest for additional scholarly venues to publish articles about writing theory and response practices that allow for a cross-disciplinary discussion of response to writing. The focus on response is intentional since nearly all forms of writing benefit from response, and responding to writing is perhaps the most time-consuming responsibility of a writing teacher. Therefore, understanding the theory and best pedagogical practices for response can benefit the writer while maximizing a responder's effectiveness and efficiency. This journal is meant to fill these needs by crossing disciplinary divides and providing an additional publication venue for writing theory and response practice.



mickey130

Brock Haussamen, Grammar Alive! - 2 views

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    This open-access book, available on the WAC Clearninghouse, can be downloaded. Authors are Brock Haussamen with Amy Benjamin, Martha Kolln, Rebecca S. Wheeler, and members of NCTE's Assembly for the Teaching of English Grammar. The book is described as follows:
    NCTE's Assembly for the Teaching of English Grammar provides this much-needed resource for Kâ€"college teachers who wonder what to do about grammar-how to teach it, how to apply it, how to learn what they themselves were never taught. Grammar Alive! offers teachers ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English. This hands-on approach to grammar in the classroom includes numerous examples and practical vignettes describing real teachers' real classroom experiences with specific grammar lessons-including ESL issues-as well as a review of grammar basics.
Lee Ann Glowzenski

Writing Lab Newsletter 4.2 (October 1979) - 0 views

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    report on SIG on serving ESL students; "Dealing with Criticism" (on helping students--includes "A Model for Reader Response" based on Bruffee's "The Brooklyn Plan"); "The Case for Faculty Workshops"; mailing list
Lee Ann Glowzenski

Writing Lab Newsletter 3.6 (February 1979) - 0 views

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    "Evaluation/Accountability for the Writing Lab" (on assessment, usage data, student grades, faculty response); "Do We Need Materials for ESL and Engineering Students?" (self-instruction materials); "A Note on Lab Layout" (space design); mailing list
Lee Ann Glowzenski

WPA / CompPile Research Bibliographies - 0 views

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    An extensive list of bibliographies on topics related to writing program administration
Hillary Wentworth

Synch or Swim: (Re)Assessing Asynchronous Online Writing Labs - 0 views

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    Prezi presentation examining f2f v. asynchronous online writing tutoring.
Lee Ann Glowzenski

A better term than ESL? - 0 views

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    discussing appropriate terms to describe students whose first language is not English

    continues here: http://lyris.ttu.edu/read/messages?id=24563554
    continues here: http://lyris.ttu.edu/read/messages?id=24564435
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