Landmark Essays on ESL Writing: Volume 17Tony Silva, Paul Kei Matsuda In recent years, the number of nonnative speakers of English in colleges and universities in North America has increased dramatically. As a result, more and more writing teachers have found themselves working with these English as a Second Language (ESL) students in writing classes that are designed primarily with monolingual, native-English-speaking students in mind. Since the majority of institutions require these students to enroll in writing courses at all levels, it is becoming increasingly important for all writing teachers to be aware of the presence and special linguistic and cultural needs of ESL writers. This increase in the ESL population has, over the last 40 years, been paralleled by a similar growth in research on ESL writing and writing instruction--research that writing teachers need to be familiar with in order to work effectively with ESL writers in writing classrooms of all levels and types. Until recently, however, this body of knowledge has not been very accessible to writing teachers and researchers who do not specialize in second language research and instruction. This volume is an attempt to remedy this problem by providing a sense of how ESL writing scholarship has evolved over the last four decades. It brings together 15 articles that address various issues in second language writing in general and ESL writing in particular. In selecting articles for inclusion, the editors tried to take a principled approach. The articles included in this volume have been chosen from a large database of publications in second language writing. The editors looked for works that mirrored the state of the art when they were published and made a conscious effort to represent a wide variety of perspectives, contributions, and issues in the field. To provide a sense of the evolution of the field, this collection is arranged in chronological order. |
Contents
1
Structural Linguistics and Systematic Composition Teaching to Students of English as a Foreign Language 1962 | 1 |
2 Cultural Thought
Patterns in InterCultural Education 1966 | 11 |
What We Can Learn from Research in the Teaching of English 1976 | 27 |
A Classroom Study of Composing 1985 | 37 |
A New Typology 1987 | 63 |
6
Research Frontiers in Writing Analysis 1988 | 75 |
How Far Should We Go? 1988 | 91 |
Does the Difference Make a Difference? 1990 | 109 |
First Language Influences
1992 | 137 |
L1 and ESL 1992
| 159 |
12 Reciprocal Themes
in ESL Reading and Writing 1993 | 173 |
The ESL Research and Its Implications 1993
| 191 |
The Myths of Appropriation 1994
| 209 |
An Overview 1996
| 225 |
A Dynamic Model of L2 Writing 1997 | 241 |
257 | |
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academic writing analysis approach audience background Carrell Chinese cognitive coherence College Composition College English composing processes Composition and Communication Connor contrastive rhetoric course cultural defined dents difficulty disciplines discourse community English Language ESL students ESL writing essay evaluation examination example field find findings first focus grammar guage Hamp-Lyons high school hiragana Horowitz influence Japanese Journal of Second kanji Kaplan Kroll L1 and L2 L1 composition L2 text L2 writing Language Learning Leki linguistic literacy literature meaning paragraph patterns pedagogy pinyin practice proficiency prompt Raimes reader reading and writing reflect response revision scoring second language writing sentence significant Silva skills social social constructionism Spack specific strategies structure student writing Swales Teaching of English TESOL Quarterly text linguistics theory tion topic transformational grammar words writ Writing across languages writing assessment writing classrooms writing instruction writing process writing tasks writing teachers written York Zamel