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). The series is motivated by our belief that we can do a better job of helping ESL students transition to higher education, meet the ...
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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. At the time, we talked mainly about “international students” when we discussed ESL ...
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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. Second, I would like to thank my former students ...
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...student in two- and four-year institutions and specifically at how the “second language” (L2) population has shifted over recent decades, evolving into not one but at least three audiences, or groups of students, with distinct characteristics and differing needs. The purpose of this initial chapter is to provide definitions of terms and descriptions of these L2 student audiences (see Figure 1.1)—interna-...
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...and needs as they attempt as L2 learners to negotiate post-secondary education and As a conceptual framework for this discussion, consider the construct of “aca-demic language” and its important subset, “academic literacy.” What types of knowledge and skills do all higher education students need to possess and master, regardless of linguistic status? How are these skills particularly challenging for all ...
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...students we have defined. Part 2: Implications focuses on practical implications of understanding the student audiences, moving from general issues (curriculum, placement, assessment, and teacher preparation) to more specific ones (course design and classroom instruction). As will be shown, the literature on these topics paints a complex picture, and there is (as noted by Matsuda, 2008, p. 171) “no ...
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...focuses specifically on the issues raised in Part 1 of this book. First, courses designed especially and exclusively for multilingual students are discussed, followed by special considerations for courses composed of both mainstream (monolingual Chapter 4 focuses on six specific areas (see Fig. 4.1) of course design: (1) needs analysis; (2) goal-setting; (3) tasks and topics; (4) materials selection; (5) specific language instruction; and (6) classroom assessment and grading practices. ...
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...and listening/speaking skills to L2 students in various settings, so there is no attempt here to be comprehensive in coverage.1 Rather, we will focus on several sub-topics that have arisen in the discussion thus far as being salient to consider not only for all L2 students but across different groups of L2 students. In particular, we will examine:● interaction issues in and out of class: teacher and students; students with each other...
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...as an agenda for future research investigations. Specifically, these questions are ● What are some promising models and approaches currently being utilized?● Considering the student audience issues raised in this book, what are general principles for (more) effective program/course/lesson design going forward?● What important questions should future research projects investigate?...
Postscript: A Plea for GreaterCollaboration among WritingProfessionals
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...still a discouraging lack of communication among composition professionals (L1 Although there is now a second language writing Special Interest Group (SIG) in CCCC, only a relative handful of the L2 writing SIG members attended CCCC in 2008 because it was scheduled in direct conflict with TESOL, which also has a second language writing interest section (IS). More disheartening than this sched-...
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Page Count: 184
Publication Year: 2013
Series Title: Michigan Series on Teaching Academic Eng