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Second-Language Writing in the Composition Classroom
First Edition©2011 Paul Kei Matsuda; Michelle Cox; Jay Jordan; Christina Ortmeier-Hooper
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Second-Language Writing addresses key issues for instructors working with multilingual writers in first-year composition. Framed with insightful introductory material, this sourcebook provides both theoretical context and practical resources for designing courses, negotiating differences among students, and responding to and assessing second-language writing. This edition includes the 2009 update of the CCCC position statement on second language writing and writers.
Table of Contents
Acknowledgments
INTRODUCTION
CHAPTER ONE: SITUATING SECOND-LANGUAGE WRITING WITHIN COMPOSITION STUDIES
Introduction
1. CCCC Statement on Second Language Writing and Writers
College Composition and Communication
2. Second Language Writing in the Twentieth Century: A Situated Historical Perspective
Paul Kei Matsuda
3. Bilingual Minorities and Language Issues in Writing: Toward Profession-Wide Responses to a
New Challenge
Guadalupe Valdés
Introduction
1. CCCC Statement on Second Language Writing and Writers
College Composition and Communication
2. Second Language Writing in the Twentieth Century: A Situated Historical Perspective
Paul Kei Matsuda
3. Bilingual Minorities and Language Issues in Writing: Toward Profession-Wide Responses to a
New Challenge
Guadalupe Valdés
CHAPTER TWO: SECOND-LANGUAGE WRITERS: DEFINITIONS AND COMPLEXITIES
Introduction
4. Eye' Learners and ‘Ear' Learners: Identifying the Language Needs of International Student and U.S. Resident Writers
Joy Reid
Introduction
4. Eye' Learners and ‘Ear' Learners: Identifying the Language Needs of International Student and U.S. Resident Writers
Joy Reid
5. Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students
Yuet-Sim D. Chiang and Mary Schmida
6. From the ‘Good Kids' to the ‘Worst': Representations of English Language Learners Across Educational Settings
Linda Harklau
7. Becoming Black: Rap and Hip-Hop, Race, Gender, Identity, and the Politics of ESL Learning
A. M. Ibrahim
CHAPTER THREE: SHIFTING OUR THEORETICAL FRAMEWORK
Introduction
Yuet-Sim D. Chiang and Mary Schmida
6. From the ‘Good Kids' to the ‘Worst': Representations of English Language Learners Across Educational Settings
Linda Harklau
7. Becoming Black: Rap and Hip-Hop, Race, Gender, Identity, and the Politics of ESL Learning
A. M. Ibrahim
CHAPTER THREE: SHIFTING OUR THEORETICAL FRAMEWORK
Introduction
8. On the Ethical Treatment of ESL Writers
Tony Silva
9. Individualism, Academic Writing, and ESL Writers
Vai Ramanathan and Dwight Atkinson
Tony Silva
9. Individualism, Academic Writing, and ESL Writers
Vai Ramanathan and Dwight Atkinson
10. Interaction and Feedback in Mixed Peer Response Groups
Wei Zhu
11. Understanding Critical Writing
A. Suresh Canagarajah
Wei Zhu
11. Understanding Critical Writing
A. Suresh Canagarajah
12. Should We Invite Students to Write in Home Dialects or Languages? Complicating the Yes/No Debate.
Janet Bean, Maryann Cucchihara, Robert Eddy, Peter Elbow, Rhonda Grego, Rich Haswell, Patricia Irvine, Eileen Kennedy, Ellie Kutz, Al Lehner, and Paul Kei Matsuda
CHAPTER FOUR: RETHINKING CURRICULUM DESIGN
Introduction
13. Designing and Assessing Effective Classroom Assignments for NES and ESL Students
Joy Reid and Barbara Kroll
Janet Bean, Maryann Cucchihara, Robert Eddy, Peter Elbow, Rhonda Grego, Rich Haswell, Patricia Irvine, Eileen Kennedy, Ellie Kutz, Al Lehner, and Paul Kei Matsuda
CHAPTER FOUR: RETHINKING CURRICULUM DESIGN
Introduction
13. Designing and Assessing Effective Classroom Assignments for NES and ESL Students
Joy Reid and Barbara Kroll
14. Cross-Cultural Composition: Mediated Integration of US and International Students
Paul Kei Matsuda and Tony Silva
15. Classroom Instruction and Language Minority Students: On Teaching to ‘Smarter' Readers and Writers
Linda Lonon Blanton
Paul Kei Matsuda and Tony Silva
15. Classroom Instruction and Language Minority Students: On Teaching to ‘Smarter' Readers and Writers
Linda Lonon Blanton
16. The Impact of the Computer in Second Language Writing
Martha Pennington
Martha Pennington
CHAPTER FIVE: RESPONDING TO AND ASSESSING SECOND-LANGUAGE WRITING
Introduction
17. Evaluating Second-Language Essays in Regular Composition Classes: Toward a Pluralistic U.S. Rhetoric
Introduction
17. Evaluating Second-Language Essays in Regular Composition Classes: Toward a Pluralistic U.S. Rhetoric
Robert E. Land, Jr. and Catherine Whitley
18. The Sociopolitical Implications of Response to Second Language and Second Dialect Writing
18. The Sociopolitical Implications of Response to Second Language and Second Dialect Writing
Carol Severino
19. The Impact of Writer Nationality on Mainstream Teachers' Judgments of Composition Quality
19. The Impact of Writer Nationality on Mainstream Teachers' Judgments of Composition Quality
Donald L. Rubin and Melanie Williams-James
20. Staying Out of Trouble: Apparent Plagiarism and Academic Survival
Pat Currie
21. Error Feedback in L2 Writing Classes: How Explicit Does it Need to Be?
Dana Ferris and Barry Roberts
Additional Readings
Notes on the Authors
Notes on the Editors
Index
Paul Kei Matsuda
Paul Kei Matsuda is Associate Professor of English at Arizona State University. Matsuda started his career in teaching writing as a peer tutor and has since taught a wide variety of writing courses—first-year writing, first-year writing for multilingual writers, technical writing, persuasive writing, creative nonfiction, persuasive writing, and writing for graduate students. He has also designed and taught cross-cultural sections of first-year writing, which systematically integrated first- and second-language writers to raise their linguistic and cultural awareness while helping them develop advanced literacy. He has directed writing programs at the University of New Hampshire and Arizona State University, and has conducted numerous workshops for writing teachers throughout the United States and in various parts of the world. Cofounding chair of the Symposium on Second Language Writing and the editor of Parlor Press Series on Second Language Writing, Matsuda has edited numerous books and journal special issues and has published widely on issues related to language differences in the writing classroom. Access his Web site at http://matsuda.jslw.org/.
Michelle Cox
Michelle Cox is an assistant professor of English at Bridgewater State College in Massachusetts, where she teaches first-year composition courses dedicated to second-language writers, as well as a range of undergraduate and graduate writing workshops and seminars on writing theory, research, and pedagogy. She directs the college’s Writing Across the Curriculum program, is a member of the college’s ESL Advisory Board, and a member of the CCCC Committee on Second Language Writing. In addition to Second-Language Writing in the Composition Classroom (Bedford/St. Martin’s, 2006), she coedited Reinventing Identities in Second Language Writing (NCTE, 2010) with Jay Jordan, Christina Ortmeier-Hooper, and Gwen Gray Schwartz. She organized the Northeast Writing Across the Curriculum Consortium (NEWACC), a regional organization for WAC directors. Her research interests include second-language writing, workplace writing, and rhetorical genre theory.
Jay Jordan
Jay Jordan is Assistant Professor of English in the University Writing Program at the University of Utah, where he coordinates first-year composition. His research interests include second language writing, English as an international language, rhetoric and design, and histories of rhetoric. He teaches undergraduate and graduate courses on writing, writing pedagogy, and rhetorical theory and history. He has published in CCC, College English, and Rhetoric Review, and his work has appeared in several edited collections. He is coeditor of Second Language Writing in the Composition Classroom: A Critical Sourcebook (Bedford/St. Martin’s) and of Reinventing Identities in Second Language Writing (NCTE). He is currently finishing a book manuscript on how second language writers negotiate curricula in typical US composition courses. He is active in CCCC and NCTE.
Christina Ortmeier-Hooper
Christina Ortmeier-Hooper is a doctoral candidate in Composition Studies at the University of New Hampshire, where she teaches first-year composition, ESL, advanced composition, technical writing, and teacher education courses. Her research interests include second-language writing, teacher education, and immigrant literacy. She has also published in TESOL Journal and has presented her work at CCCC, NCTE, and TESOL. Her dissertation follows the experiences of five U.S. resident second-language writers in public high schools. The study explores students’ complex responses to their identities as second-language writers and the social influences that play a role in their approaches to academic writing.