Teaching L2 Composition: Purpose, Process, and Practice, 4th Edition

Cover
Half Title
Title
Copyright
Brief Contents
Full Contents
Preface
Acknowledgments
1 Concepts in Writing and Learning to Write in a Second Language
	Questions for Reflection
	Theoretical Knowledge in L2 Writing Instruction and Research
	Fundamentals of Writing and Writing Systems
		Origins of Writing
		Lexigraphic Writing
			Logographic Writing
			Syllabic Writing
			Alphabetic Writing
			Transparency and the Orthographic Depth Hypothesis
			Interactions Among Writing, Speech, Communication, and Cognition: Writing as Technology
	Writing Development and the Distinct Dimensions of Learning to Write in L2 Development
		Prior Knowledge: Implications for Teaching L2 Writing
		Intercultural Rhetoric and Its Implications for Teaching L2 Writing
			The Genesis of Intercultural Rhetoric: Contrastive Rhetoric
			Controversies in CR/IR, Advances in Research, and Their Influence on L2 Writing Instruction
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
2 Understanding Student Populations and Instructional Contexts
	Questions for Reflection
	L2 Writers: Understanding Student Populations
		International (Visa) Students
			Definitions
			Statistics
			General Characteristics
		EFL Students
			Definitions
			General Characteristics
		Resident Immigrants
			Definitions
			Statistics
			General Characteristics
		Generation 1.5 Learners
			Definitions
			General Characteristics
	Literacy Abilities of Different L2 Populations
	Students’ Textual Characteristics
	Contexts: Where L2 Writing Is Taught
		Foreign Language Contexts
		Second Language Contexts
			Nonacademic Settings
			Intensive Language Programs
			Academic Programs (Secondary)
			Academic Settings (Postsecondary)
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
3 Pedagogical Approaches in L1 and L2 Composition: History and Recent Trends
	Questions for Reflection
	Sources of Expertise in L2 Composition
		Composition Studies and Applied Linguistics
		Theory, Research, and Practice in L1 and L2 Composition Instruction
	Historical Phases in L1 Composition and L2 Writing
		Product-Oriented Instructional Traditions
			The Influence of Product-Focused Approaches on L2 Writing Instruction (1966–)
		The Process Movement and Allied Pedagogies
			The Influence of Process-Focused Approaches on L2 Writing Instruction (1976–)
		Composition in the Post-Process Era
			Focus on the Audience or Community
			The Influence of Content- and Discourse-Focused Approaches on L2 Writing Instruction (1986–)
		Historical Approaches in L1 and L2 Composition: Summary
	Recent Developments in Writing Studies
		Current Trends in L1 Composition
			Teaching for Transfer and Writing About Writing
			Self-Efficacy and the Meaningful Writing Project
			Translingual Pedagogy and L2 Writing Studies
			How Current Trends in L1 Writing Studies Can Inform L2 Writing
	Recent Directions in L2 Writing Pedagogy
		From the Five-Paragraph Essay to Genre-Based Instruction
		Collaborative Writing
		Multimodal Writing
		Summary: Current Trends and Implications for L2 Writing Instruction
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
4 A Socioliterate Approach to L2 Composition Teaching: Literacy, Reading, Genre Awareness, and Authentic Task Design
	Questions for Reflection
	Reading, Literacy Development, and the Sources of Literate Knowledge
		Reading and Writing: Parallel Processes
		The Reciprocity of the Reading-Writing Relationship
		Reading-Writing Relationships Within and Across Languages
	Reading Instruction in the Composition Course
	Integrating Reading and Writing in L2 Composition Instruction
		Reading to Write
		Writing to Read
		Writing to Learn
		Reciprocal Literacy Tasks
			Reading Response Journals
			Response Statements and Difficulty Papers
			Summaries
	Reading, Writing, and Communication in Socioliterate Communities
	Building Socioliterate Knowledge Through Work With Genres
		Approaches to Genre and Genre Studies
		Defining Genre
	Developing Genre Knowledge, Genre Awareness, and Genre Production Through Genre-Based Instruction
		Genre Analysis
		Socioliterate Classroom Practices
	Designing Tasks and Assignments for Socioliterate Instruction
		Maximizing Literacy Resources
		Authentic Text Selection
		Textbook Selection
		Formal Task and Assignment Design
		The Mechanics of Task Design and Implementation
		Guidelines for Devising Writing Prompts
		Choice
		Genre Authenticity: Avoiding Formulaic Assignments
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
5 Course Design and Instructional Planning for the L2 Writing Course
	Questions for Reflection
	Curriculum Development Essentials
	Needs Assessment: Mapping Learner Needs and Institutional Expectations
		Environment Analysis
			Learners
			Teachers
			Situation
		Needs
			Necessities
			Lacks
			Wants
		Needs Assessment Instruments
	Setting Targets for Learning and Teaching: Student Learning Outcomes
	From SLOs to Syllabus
	Prioritizing, Sequencing, and Planning for Writing
	Lesson Planning: Practices and Procedures
		Working From SLOs
		Sequencing and Organizing a Lesson Plan
		The Mechanics of Lesson Planning
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
6 Classroom Assessment of L2 Writing
	Questions for Reflection
	Classroom-Based Assessment
	Purposes for L2 Writing Assessment
	Measurement Tools and Participant Roles in L2 Writing Assessment
	Principles of Task Reliability and Validity
		Reliability in L2 Writing Assessment
		Validity in L2 Writing Assessment
	Approaches to Scoring L2 Writing
		Holistic Scales and Scoring
		Analytic Scales and Scoring
		Trait-Based Scales and Scoring
		Scales, Scoring, and Instruction: Practical Considerations
		Automated Writing Assessment
	Portfolio Assessment
		An Outline for Portfolio Assessment
	Practical Concerns in Assessing Student Performance
		Managing the Workload
		Assignment Ranking and Grading Procedures
		Determining Course Grades
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
7 Response to Student Writing: Issues and Options for Giving and Facilitating Feedback
	Questions for Reflection
	The Response System
	Purpose(s) of Feedback: The “Why”
		Theoretical and Research Foundations of the “Why” Question
			Research on Teacher Feedback
			Research on Peer Response
			Research on Self-Feedback
	The Process of Feedback: The “How”
		Guidelines for Teacher Feedback
			Mode of Teacher Response
			Scope of Teacher Response
			Focus of Teacher Response
			Form of Teacher Response
			Suggestions for Written Teacher Commentary
			Suggestions for Writing Conferences
		Guidelines for Peer Feedback
			Integrating Peer Response Into Course and Lesson Design
			Preparing Students for Peer Review
			Forming Peer Review Dyads and Groups
			Designing Peer Response Activities
		Guidelines for Self-feedback
	Follow-Up to Feedback: The “What Next”
		Follow-up to Peer Review Tasks
		Follow-up to Self-Feedback Tasks
	Feedback From Outside Sources
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
8 Improving Accuracy in Student Writing: Error Treatment in the Composition Class
	Questions for Reflection
	A Brief History of Error Correction in the Writing Class
	Error Correction: Questions, Issues, and Options
		Does Error Feedback Help Students at All?
		What Is an Error? Should Teachers Mark for “Errors” or “Style”?
		What Kinds of Errors Do L2 Writers Most Typically Make?
		Should Error Feedback Be Selective or Comprehensive?
		Should Error Feedback Focus on Larger or Smaller Categories?
		Should Feedback Be Direct or Indirect?
		Should Errors Be Labeled or Located?
		Where in the Text Should Error Feedback Be Given?
	How Should Teachers Provide Error Feedback?
		The Tools of Corrective Feedback
	Strategy Training for Self-Editing
		Techniques for Teaching Editing Skills in the Writing Class
			Phase 1: Focusing Students on Form
			Phase 2: Providing Strategy Training
			Phase 3: Asking Students to Find and Correct Their Own Errors
	Conclusion: Putting It All Together
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
9 Developing Language Skills in the Writing Class: Why, What, How, and Who
	Questions for Reflection
	Perspectives on Language Instruction in the Writing Class
	The “Why”: Is Language Development Useful for the Writing Class?
	The “What”: How to Select Structures and Strategies for Instruction
		Considering Student Needs
		Conducting Error Analyses
		Eliciting Students’ Prior Knowledge and Opinions About Language
		“Exploiting” Class Reading Activities
		Considering Language Required for Assigned Writing Tasks
	The “How”: Approaches to Language Development
		The General Shape of Mini-Lessons
		Language Self-Study as an Alternative or Complement to Whole-Class Mini-Lessons
		Collaborative Writing for Language Development
		Mini-Lessons for Language Development
			Analyzing Vocabulary in Assigned Readings
			Analyzing Grammatical Choices in Writing
			“Untreatable” Errors
			Teaching Basic Sentence Patterns
		Using Corpus Tools for Language Instruction
			What Is a Corpus?
			Applications of Corpus Research for Writers
		Summary: Putting It All Together
	The “Who”: Considerations for Teacher Development
		What Teachers Need to Know
	Chapter Summary
	Further Reading and Resources
	Reflection and Review
	Application Activities
	Bibliography
Index