Principles and practices in foreign language writing instruction: The 2008 Symposium on Second Language Writing

2009 ◽  
Vol 18 (3) ◽  
pp. 209-213 ◽  
Author(s):  
Tony Cimasko ◽  
Melinda Reichelt ◽  
Jihyun Im ◽  
Beril Tezeller Arik
2004 ◽  
Vol 27 (1) ◽  
pp. 44-57
Author(s):  
Corinne Mesana

Abstract This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercussions on foreign language teaching or material development as it did on L2 writing skills for ESL/EFL. Here, I propose an integrative approach to writing instruction comprising different findings in process writing, self- and peer-assessment and cross-cultural awareness. The design of a six-step approach stems from a recent book on the pedagogy of writing skills (Mesana-Alais, 2001) and shows how to explore and produce genre-based texts.


2005 ◽  
Vol 15 (1) ◽  
pp. 129-152 ◽  
Author(s):  
Wei Zhu

This article discusses a case study examining a Chinese graduate student’s experience with reading-to-write tasks in business, particularly the student’s use of source articles in performing the tasks. Data on six library research papers were collected from several sources in three semesters, including (1) course syllabi, (2) the source articles and the student’s reading notes, (3) the student’s outlines, drafts, and final versions of the six papers, and (4) interviews with the student. Analysis of the data indicated that the source articles scaffolded the student’s representations of the tasks and that the student’s task representation was influenced by several factors such as the student’s goals, the perceived purpose of the assignments, and the student’s beliefs and experience. Implications of the study for second language writing instruction and research are discussed.


2004 ◽  
Vol 37 (1) ◽  
pp. 62-66

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2001 ◽  
Vol 23 (3) ◽  
pp. 439-440
Author(s):  
Charlene G. Polio

This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.


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