Group items tagged

from abstract: "in keeping with theory and practice of tutor training in inquiry-based pedagogy, ELL students and peer tutors vacillate between the linguistic dominant position, indicating that participants establish a collaborative and egalitarian environment. However, L1 tutors may experience dissonance because the agenda set by ELL students often focuses on surface features such as grammar and diction rather than on global revisions" (36).

The Journal of Response to Writing publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing. JRW has three purposes: 1. Provide a venue for theorizing and reporting ground-breaking research on response to writing 2. Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching viz a viz L1 and L2 writing 3. Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students' writing

From ABSTRACT: "For teaching practices in the Writing Center, the findings raise questions about how writing center pedagogy can empower L2 writers on their language control when the writing consultants have the ultimate control in language and the L2 learners have the inherent uncertainty. While writing center work draws on the advantages of collaborative dialogues and effects better language control for ESL writers based on a sociocultural learning perspective, writing center pedagogy needs to continue reconsidering the needs and beliefs of ESL writers (Blau & Hall, 2002; Powers, 1993). The language issue in ESL writing is not a lower order concern in the writing, but more likely a primary concern for the writer. As also found in this study, when the broader contextual factors such as the focus of writing and writers' beliefs are taken into account, language knowledge and control are not just about linguistic correctness to ESL writer development. In striving to create better writers but not just better writing for any writers, it is crucial for writing centers to continue rethinking their staff training on the topic of language issues with their diverse multilingual clientele who speaks English as a second language."