Teaching College Writing to Diverse Student Populations
Publication Year: 2013
Published by: University of Michigan Press
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Title Page, Copyright
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Series Editor preface
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Welcome to Teaching College Writing to Diverse Student Populations. The focus of The Michigan Series on Teaching Academic English in U.S. Post-Secondary Programs is to explore topical issues relevant to the teaching and learning of English for Academic Purposes (EAP). ...
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2008 marked my 25th year in the TESOL/second language writing field, and I have been a fascinated witness to and participant in a great deal of activity over those years. When I first began my TESOL graduate training in 1983, I found myself immediately tutoring ESL students in the campus writing center. ...
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I am grateful to several groups of people for their assistance with this project. First, I must thank the Research and Creative Activity Subcommittee at California State University, Sacramento (CSUS) (where I was employed at the time of writing) for an assigned-time grant for the 2007–08 academic year, which enabled me to complete the project on schedule. ...
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Part 1: Foundations
Chapter 1: Defining L2 Student Audiences
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Higher education in the United States is changing rapidly. More students than ever before are attending at least some college—by some estimates, nearly 75 percent of American adults will do so (Wurr, 2004)—and the linguistic, cultural, ethnic, and socioeconomic diversity of the student population is unprecedented (Schwartz, 2004; Shin & Bruno, 2003; U.S. Department of Education, 2003; Wurr, 2004). ...
Chapter 2: Academic Language and Literacy and the Different L2 Student Audiences
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Chapter 1 identified three distinct audiences of L2 students currently represented in U.S. colleges and universities, provided some basic definitions of each group, and looked at their general characteristics. Three student prototypes—John, Hector, and Luciana, who represent the international, late-arriving resident, and early-arriving resident L2 student groups ...
Part 2: Implications
Chapter 3: Different Student Audiences and Programmatic Issues
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Part 1: Foundations gave attention to definition (Chapter 1) of the three L2 student audiences (international, late-arriving resident, and early-arriving resident students) and description of their characteristics and needs, focusing particularly in Chapter 2 on the academic language demands that all students face, regardless of linguistic or cultural origins, ...
Chapter 4: Different L2 Audiences and Course Design Options
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Chapter 3 discussed program-wide implications that arise from our understanding of the three student audiences discussed in Part 1. Chapter 4 moves to a more specific topic, the design of individual courses to address the academic language needs of L2 students discussed in some detail in Chapter 2 (see especially Figs. 2.4.–2.5). ...
Chapter 5: Different L2 Audiences and Considerations for Classroom Instruction
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Chapters 3 and 4 examined big-picture issues related to program development and course design with regard to the different L2 student audiences identified in this volume. Chapter 5 turns to day-to-day classroom instruction and examines specific issues and techniques that may help teachers best meet the needs of the diverse student groups ...
Part 3: Applications
Chapter 6: Serving Diverse L2 Student Audiences: Where Do We Go from Here?
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This book has examined the changing nature of the L2 student audience in U.S. colleges and universities and discussed the implications of understanding these audiences for program design, course planning, and classroom instruction. Chapter 6 summarizes the various threads of discussion (which thus far have implicitly addressed the question of Where are we now?) ...
Postscript: A Plea for Greater Collaboration among Writing Professionals
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As I worked on this book, I became increasingly aware that the issues raised are important to a readership far larger than simply the community of ESL professionals. As I hope this book has demonstrated, L2 students need the support of the entire academic community throughout their years of education. ...
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Page Count: 184
Publication Year: 2013