- Email: [email protected]
Selected bibliography of recent scholarship in second language writing
Available online at www.sciencedirect.com
Journal of Second Language Writing 20 (2011) 306–311
Selected bibliography of recent scholarship in second language writing Tony Silva *, Crissy McMartin-Miller Department of English, Purdue University, 1356 Heavilon Hall, West Lafayette, IN 47907-1356, United States
This bibliography cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that have become available to its compilers during the period from July 1 to September 30, 2011. Adnan, Z. (2009). Some potential problems for research articles written by Indonesian academics when submitted to international English language journals. Asian EFL Journal, 11(1), 107–125. This article focuses on feedback given to Indonesian authors who submitted research articles to English language international journals. Aliakbari, M., & Alivar, N. B. (2009). Communication strategies in the written medium: The effect of language proficiency. Linguistik Online, 40(4), 3–13. This study compared the use of communication strategies with language proficiency among Iranian university students in argumentative writing tasks. Barbier, M. -L., & Spinelli-Jullien, N. (2009). On-line tools for investigating writing strategies in L2. GFL – German as a Foreign Language, (2–3), 23–40. This paper reviews past scholarship on L2 writing processes in order to better understand how writers’ strategies depend on their working memory. Bode, S., Serres, J., & Ugen, S. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year olds’ spelling strategies in German and French. Written Language and Literacy, 12(1), 82–96. Whether a child’s linguistic background influenced German and French spelling was the focus of this study of Luxembourgish and Romanophone children. Brauer, G. (2009). Reflecting the practice of foreign language learning in portfolios. GFL – German as a Foreign Language, (2–3), 148–166. This paper describes how reflective practices can be developed in the context of foreign language education. Chen, A. (2009). A multi-perspective approach to the evaluation of English writing. Journal of Liaoning Normal University, 32(6), 107–109. * Corresponding author. Tel.: +1 765 494 3769; fax: +1 765 494 3780. E-mail address: [email protected] (T. Silva). 1060-3743/$ – see front matter doi:10.1016/j.jslw.2011.08.001
Literature / Journal of Second Language Writing 20 (2011) 306–311
307
How the theory of multiple intelligences can inform the evaluation of English writing is the focus of this article. Chen, X., & Li, H. (2009). The effects of teacher written corrective feedback on English writing. Foreign Language Teaching and Research, 41(5), 351–358. The writing of students who received direct and indirect feedback improved compared to students who received no feedback in this study of non-English majors in China. Cooke, R., & Birch-Becaas, S. (2009). Scientific writing assistance for non-native speakers of English: Shifting right on the interactivity spectrum. Revista Canaria de Estudios Ingleses, 59, 89–100. This paper describes the tools used and the challenges still faced by non-native speaking scientists attempting to publish their work in international journals. Cumming, A. H. (Ed.). (2006). Goals for academic writing: ESL students and their instructors. Philadelphia, PA: John Benjamins. This collection presents findings from a project that looked at student and teacher goals for writing improvement, first in intensive ESL courses and, later, in university academic programs. Chapters include: Introduction, purpose, and conceptual foundations (Cumming); Context and design of the research (Cumming); Students’ goals for ESL and university (Zhou, Busch, Gentil, Eouanzoui, & Cumming); A study of contrasts: ESL and university instructors’ goals for writing improvement (Cummings, Erdosy, & Cumming); Nine Chinese students writing in university courses (Yang); Students’ and instructors’ assessments of the attainment of writing goals (Barkaoui & Fei); The language of intentions for writing improvement: A systemic functional linguistic analysis (Busch); Goals, motivations, and identities of three students writing in English (Kim, Baba, & Cumming); Variation in goals and activities for multilingual writing (Gentil); Implications for pedagogy, policy, and research (Cumming). Cummins, P. W., & Davesne, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93(focus issue), 848–867. This paper explores the usefulness of the European Language Portfolio and its American adaptations, LinguaFolio and the Global Language Portfolio, concluding that they not only complement other types of quantitative assessment measures but also provide some unique benefits. Danzak, R. L. (2009). Exploring writing of English language learners in middle school: A mixed methods study. Unpublished dissertation. ProQuest document ID: 2101362431. This study assessed, qualitatively and quantitatively, the written linguistic features of the first- and secondlanguage writing of Spanish-speaking middle school English language learners. Erkaya, O. R. (2009). Plagiarism by Turkish students: Causes and solutions. Asian EFL Journal, 11(2). 86–103. Drawing upon interviews with Turkish students, this study found that the most common reasons for plagiarism were lack of awareness about plagiarism and the students’ lack of knowledge about writing research papers. Ferris, D. (2009). Theory, research and practice in written corrective feedback: Bridging the gap, or crossing the chasm? New Zealand Studies in Applied Linguistics, 15(1), 1–12. This paper traces the history of the theory and research on written corrective feedback between two groups of researchers: Second language acquisition and second language writing professionals. Flowerdew, J. (2009). Goffman’s stigma and EAL writers: The author responds to Casanave. Journal of English for Academic Purposes, 8(1), 69–72. Flowerdew responds to a critique of his application of Goffman’s theory of stigma to EAL writers. Galbraith, D. (2009). Cognitive models of writing. GFL – German as a Foreign Language, (2–3), 7–22. This paper reviews models of the cognitive process involved in writing and implications for second language writing.
308
Literature / Journal of Second Language Writing 20 (2011) 306–311
Gupta, R. (2009). Separated by a common language – Asian students writing in English. Language in India, 9(9), 43–62. In this study of Chinese, Singaporean, and Indian MBA students, there were structural differences between participants who had learned English as a foreign language and those who had studied in English-medium schools. Heckman, J. S. (2009). Writing progression of students with limited English proficiency on Texas state exams. Unpublished dissertation. ProQuest document ID: 2026855681. This study of limited English proficient Mexican-American students found no improvement in writing ability following the implementation of standardized tests in Texas. Herriman, J. (2009). Don’t get me wrong! Negation in argumentative writing by Swedish and British students and professional writers. Nordic Journal of English Studies, 8(3), 117–140. Differences in the use negation in argumentative writing were found in this study, which compared Swedish advanced learners, British students, and British professional writers. Horner, B., Lu, M.-Z., Jones Royster, J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321. This paper challenges approaches to writing where linguistic homogeneity is assumed, calling instead for a translingual approach to language instruction. Hornung, A. (2009). Probleme fremdsprachiger Schreibpraxis im Fokus neuerer Spracherwerbsforschung [The problem with L2 writing processes as a focus of recent language acquisition research]. GFL – German as a Foreign Language, (2–3), 128–157. The time-lag between oral and written receptive skills and productive skills is the focus of this study, which also addresses input multiplication. Houw, H. (2009). Moving to more than editing: A checklist for effective feedback. Tydskrif vir Taalonderring [Journal for Language Teaching], 43(2), 86–100. This article presents a checklist for providing feedback in a manner that is designed to counter arguments against feedback. Hudson, P., Nguyen, H. T. M., & Hudson, S. (2009). Mentoring EFL preservice teachers in EFL writing. Revue TESL du Canada/TESL Canada Journal, 27(1), 85–102. This survey of 106 Vietnamese preservice teachers found that more than 50% of participants perceived that they had not received adequate mentoring in the teaching of English writing. Hung, S.-T. (2009). Promoting self-assessment strategies: An electronic portfolio approach. Asian EFL Journal, 11(2), 129–146. Creating an electronic portfolio was found to promote self-assessment and writing strategies in this qualitative study of two English as foreign language learners. Hu¨ttner, J. I. (2007). Academic writing in a foreign language: An extended genre analysis of student texts. New York, NY: Peter Lang. This book offers an extended genre analysis of the written academic texts of nonnative English speakers early in their program of study, focusing on introductions, conclusions, and the use of conventionalized language. Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30(1), 44–57. According to this paper, the use of wikis in an English communication course was found to have several benefits, including improvement in grammar, coherence, and audience awareness.
Literature / Journal of Second Language Writing 20 (2011) 306–311
309
Latif, M. M. A. (2009). Toward a new process-based indicator for measuring writing fluency: Evidence from L2 writers’ think-aloud protocols. La Revue canadienne des langues vivantes/The Canadian Modern Language Review, 65(4), 531–558. This study found that the mean length of a writer’s translating episodes – and not composing rate or text quantity – was a valid indicator of overall writing fluency. Lee, J. S. Y. (2009). Automatic correction of grammatical errors in non-native English text. Unpublished dissertation. ProQuest document ID: 1954565251. This dissertation addresses the correction of grammatical errors in English text and the use of statistical and linguistic methods as a means of generating test items for language learning. Lewkowitz, J. (2009). Concluding your master’s level thesis. Revista Canaria de Estudios Ingleses, 59, 63–72. This paper analyzes the rhetorical structure of the concluding chapter of a master’s level thesis, comparing the findings with the advice given to students within a Polish context. Lim, G. S. (2009). Prompt and rater effects in second language writing performance assessment. Unpublished dissertation. ProQuest document ID: 1965280241. Prompt and rater variability were not found to affect test-takers’ scores in this dissertation’s investigation of the Michigan English Language Assessment Battery. Lin, H. -C. (2009). A case study of how a large multilevel EFL writing class experiences and perceives multiple interaction activities. Unpublished dissertation. ProQuest document ID: 1967957381. High, intermediate, and low achievers differed in their perception of self-directed, peer, and teacher feedback activities in this case study conducted in a large EFL class at a Taiwanese university. Liu, H. (2009). Learning to compose: Characteristics of advanced Chinese heritage learners. Hong Kong Journal of Applied Linguistics, 12(1), 63–80. The writing characteristics of advanced Chinese heritage learners was the focus of this study, which found evidence of neither a direct English nor circular Chinese rhetorical style. Instructional applications are discussed. Loescher, J. (2009). Read-out. A new component for writing models. GFL – German as a Foreign Language, (2–3), 83–105. This article describes an automatic decision mechanism that reads out competing lemmas/lexemes. MacDonald, K. A. (2009). Two telecollaborative contexts for writing in a beginner FSL university program: Achievement, perceptions, and identity. Unpublished dissertation. ProQuest document ID: 2069784261. This case study investigated the effects of two types of telecollaborative activities – one with native speakers and the other with classroom peers – on the writing of French as a second language university students in Canada. Mahir, N. A., & Saad, N. S. M. (Eds.) (2010). Essays on ESL reading and writing. Negri Sembilan: USIM’s Publisher, Islamic Science University of Malaysia. This collection looks at typical challenges in reading and writing faced by language learners, offers ideas for instructional practices in the EFL context, and addresses the teaching of literature. Chapters include: The relationships between reading attitudes and reading habits with English as a second language proficiency and academic achievements (Harison & Sidek); The functions of annotations in reading strategies in ESL in achieving comprehension of printed text and multimedia on screen texts (Harun); The roles of previous knowledge in reading (Harison, Sidek, & Mahir); Text appeal: the link between familiarity and learners’ response (Abdullah & Sivaganga); Using Shelley’s poems to develop reading skills (Mahir); Journal writing practices in the second language classroom (Hrison & Sidek); ESL writing assessment (Harison & Sidek);
310
Literature / Journal of Second Language Writing 20 (2011) 306–311
Editing in the second language writing class (Darmi); Using action movies in ESL writing class: learners’ perspectives (Behak & Massari). Marshal, S. (2010). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Identity, 24(1), 41–56. This article addresses how a group of multilingual students in Canada ‘‘re-become ESL’’ during their first year of university partially as a result of their placement in remedial literacy courses. Mohamed, M., & Boyd, J. (2010). Realizing distributed gains: How collaboration with support services transformed a basic writing program for international students. Journal of Basic Writing, 29(1), 78–98. This paper traces the development of a new campus writing center at Fairleigh Dickenson University, wherein English for General Purposes instruction was replaced by English for Specific Purposes. The model of basic writing that emerged is also described. Pe´rez-Llantada, C., Plo, R., & Ferguson, G. R. (2011). ‘‘You don’t say what you know, only what you can’’: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30(1), 18–30. The aim of this study was to understand how senior Spanish academics disseminate research in English. Among the most salient findings is that participants feel that spoken communication at conferences is more of a challenge than academic writing. Ranker, J. (2009). Redesigning and transforming: A case study of the role of semiotic import in early composing processes. Journal of Early Childhood Literacy, 9(3), 319–347. This article explores the role of semiotic import in the writing processes of three bilingual children in a variety of writing contexts. Ren, K. (2009). On the difference between Chinese–English logic reasoning and thinking model in the aspects of the structure of composition. Liaoning Shifan Daxue Xuebao (Shehui Kexue Ban) [Journal of Liaoning Normal University (Social Sciences Edition)], 32(4), 91–94. Differences in the logical reasoning and thinking models of English and Chinese students should be addressed in writing instruction, according to this article. Spalding, E., Wang, J., Lin, E., & Hu, G. (2009). Analyzing voice in the writing of Chinese teachers of English. Research in the Teaching of English, 44(1), 23–51. Following a three-week writing workshop, the writing of 57 Chinese teachers of English improved, particularly in terms of voice. Spencer, B. (2009). Aligned assessment of support of high-level learning: A critical appraisal of an assignment for a distance-teaching context. Tydskrif vir Taalonderring [Journal for Language Teaching], 43(2), 102–115. This paper analyzes an assessment task given to students in an English for Specific Purposes course in an Open and Distance Learning context in South Africa. Stacey, J. (2009). Writer identity while learning discipline-specific academic literacy in an additional language. Southern African Linguistics and Applied Language Studies, 27(3), 345–356. This paper analyzes the writing of an English as an additional language learner in a university literature course, arguing that the methods she uses to straddle two cultures and languages could be useful to other students. Stegemoller, W. J. (2009). Latino students and biliteracy at a university: Literacy histories, agency, and writing. Unpublished dissertation. ProQuest document ID: 1955971841. This qualitative dissertation examines the writing and writing experiences of six bilingual (Spanish–English) immigrant students at a US university.
Literature / Journal of Second Language Writing 20 (2011) 306–311
311
Strong, R. M. (2009). Toward a student-centered understanding of intensive writing and writing-to-learn in the Spanish major: An examination of advanced L2 Spanish students’ learning in the writing-intensive Spanish content course. Unpublished dissertation. ProQuest document ID: 1953504231. This dissertation investigates how Spanish-major students at the University of Minnesota are affected by the institution’s writing intensive requirement. Quantitative tests found no improvement in the students’ writing. Interviews and surveys also revealed some apprehension toward writing in Spanish but a feeling among participants that it does contribute to their language learning. Takahashi, H. (2009). Modality in L2 legal writing: A functional analysis. Language Research Bulletin, 24, 1–15. Using a functional systemic linguistics framework, this study analyzes the modal expressions used by six international students when writing legal memoranda at a U.S. law school. Van Waes, L., Leijten, M., & van Weijen, D. (2009). Keystroke logging in writing research: observing writing processes with Inputlog. GFL – German as a Foreign Language, (2–3), 41–64. This paper describes a keystroke logging program called Inputlog and three case studies in which it was used. Yi, J. (2009). Defining writing ability for classroom writing assessment in high schools. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 53–69. Six English teachers in Korea were interviewed in this study in order to investigate how writing ability is defined. Zare-ee, A., & Farvardin, M. T. (2009). Comparison of university level EFL learners’ linguistic and rhetorical patterns as reflected in their L1 and L2 writing. Novitas ROYAL (Research on Youth and Languages), 3(2), 143–155. This study compared L1 and L2 linguistic and rhetorical patterns among Iranian EFL writers, finding differences in text length, complexity, T-units, and spelling errors. Zhang, Y. (2009). Integrating CALL writing activities into a college level elementary Chinese class. Unpublished dissertation. ProQuest document ID: 304991199. This dissertation examines technology integration in a beginning Chinese as a Foreign language class, including the use of a Chinese word processor and a Blackboard discussion board.
Journal of Second Language Writing 20 (2011) 306–311
Selected bibliography of recent scholarship in second language writing Tony Silva *, Crissy McMartin-Miller Department of English, Purdue University, 1356 Heavilon Hall, West Lafayette, IN 47907-1356, United States
This bibliography cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that have become available to its compilers during the period from July 1 to September 30, 2011. Adnan, Z. (2009). Some potential problems for research articles written by Indonesian academics when submitted to international English language journals. Asian EFL Journal, 11(1), 107–125. This article focuses on feedback given to Indonesian authors who submitted research articles to English language international journals. Aliakbari, M., & Alivar, N. B. (2009). Communication strategies in the written medium: The effect of language proficiency. Linguistik Online, 40(4), 3–13. This study compared the use of communication strategies with language proficiency among Iranian university students in argumentative writing tasks. Barbier, M. -L., & Spinelli-Jullien, N. (2009). On-line tools for investigating writing strategies in L2. GFL – German as a Foreign Language, (2–3), 23–40. This paper reviews past scholarship on L2 writing processes in order to better understand how writers’ strategies depend on their working memory. Bode, S., Serres, J., & Ugen, S. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year olds’ spelling strategies in German and French. Written Language and Literacy, 12(1), 82–96. Whether a child’s linguistic background influenced German and French spelling was the focus of this study of Luxembourgish and Romanophone children. Brauer, G. (2009). Reflecting the practice of foreign language learning in portfolios. GFL – German as a Foreign Language, (2–3), 148–166. This paper describes how reflective practices can be developed in the context of foreign language education. Chen, A. (2009). A multi-perspective approach to the evaluation of English writing. Journal of Liaoning Normal University, 32(6), 107–109. * Corresponding author. Tel.: +1 765 494 3769; fax: +1 765 494 3780. E-mail address: [email protected] (T. Silva). 1060-3743/$ – see front matter doi:10.1016/j.jslw.2011.08.001
Literature / Journal of Second Language Writing 20 (2011) 306–311
307
How the theory of multiple intelligences can inform the evaluation of English writing is the focus of this article. Chen, X., & Li, H. (2009). The effects of teacher written corrective feedback on English writing. Foreign Language Teaching and Research, 41(5), 351–358. The writing of students who received direct and indirect feedback improved compared to students who received no feedback in this study of non-English majors in China. Cooke, R., & Birch-Becaas, S. (2009). Scientific writing assistance for non-native speakers of English: Shifting right on the interactivity spectrum. Revista Canaria de Estudios Ingleses, 59, 89–100. This paper describes the tools used and the challenges still faced by non-native speaking scientists attempting to publish their work in international journals. Cumming, A. H. (Ed.). (2006). Goals for academic writing: ESL students and their instructors. Philadelphia, PA: John Benjamins. This collection presents findings from a project that looked at student and teacher goals for writing improvement, first in intensive ESL courses and, later, in university academic programs. Chapters include: Introduction, purpose, and conceptual foundations (Cumming); Context and design of the research (Cumming); Students’ goals for ESL and university (Zhou, Busch, Gentil, Eouanzoui, & Cumming); A study of contrasts: ESL and university instructors’ goals for writing improvement (Cummings, Erdosy, & Cumming); Nine Chinese students writing in university courses (Yang); Students’ and instructors’ assessments of the attainment of writing goals (Barkaoui & Fei); The language of intentions for writing improvement: A systemic functional linguistic analysis (Busch); Goals, motivations, and identities of three students writing in English (Kim, Baba, & Cumming); Variation in goals and activities for multilingual writing (Gentil); Implications for pedagogy, policy, and research (Cumming). Cummins, P. W., & Davesne, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93(focus issue), 848–867. This paper explores the usefulness of the European Language Portfolio and its American adaptations, LinguaFolio and the Global Language Portfolio, concluding that they not only complement other types of quantitative assessment measures but also provide some unique benefits. Danzak, R. L. (2009). Exploring writing of English language learners in middle school: A mixed methods study. Unpublished dissertation. ProQuest document ID: 2101362431. This study assessed, qualitatively and quantitatively, the written linguistic features of the first- and secondlanguage writing of Spanish-speaking middle school English language learners. Erkaya, O. R. (2009). Plagiarism by Turkish students: Causes and solutions. Asian EFL Journal, 11(2). 86–103. Drawing upon interviews with Turkish students, this study found that the most common reasons for plagiarism were lack of awareness about plagiarism and the students’ lack of knowledge about writing research papers. Ferris, D. (2009). Theory, research and practice in written corrective feedback: Bridging the gap, or crossing the chasm? New Zealand Studies in Applied Linguistics, 15(1), 1–12. This paper traces the history of the theory and research on written corrective feedback between two groups of researchers: Second language acquisition and second language writing professionals. Flowerdew, J. (2009). Goffman’s stigma and EAL writers: The author responds to Casanave. Journal of English for Academic Purposes, 8(1), 69–72. Flowerdew responds to a critique of his application of Goffman’s theory of stigma to EAL writers. Galbraith, D. (2009). Cognitive models of writing. GFL – German as a Foreign Language, (2–3), 7–22. This paper reviews models of the cognitive process involved in writing and implications for second language writing.
308
Literature / Journal of Second Language Writing 20 (2011) 306–311
Gupta, R. (2009). Separated by a common language – Asian students writing in English. Language in India, 9(9), 43–62. In this study of Chinese, Singaporean, and Indian MBA students, there were structural differences between participants who had learned English as a foreign language and those who had studied in English-medium schools. Heckman, J. S. (2009). Writing progression of students with limited English proficiency on Texas state exams. Unpublished dissertation. ProQuest document ID: 2026855681. This study of limited English proficient Mexican-American students found no improvement in writing ability following the implementation of standardized tests in Texas. Herriman, J. (2009). Don’t get me wrong! Negation in argumentative writing by Swedish and British students and professional writers. Nordic Journal of English Studies, 8(3), 117–140. Differences in the use negation in argumentative writing were found in this study, which compared Swedish advanced learners, British students, and British professional writers. Horner, B., Lu, M.-Z., Jones Royster, J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321. This paper challenges approaches to writing where linguistic homogeneity is assumed, calling instead for a translingual approach to language instruction. Hornung, A. (2009). Probleme fremdsprachiger Schreibpraxis im Fokus neuerer Spracherwerbsforschung [The problem with L2 writing processes as a focus of recent language acquisition research]. GFL – German as a Foreign Language, (2–3), 128–157. The time-lag between oral and written receptive skills and productive skills is the focus of this study, which also addresses input multiplication. Houw, H. (2009). Moving to more than editing: A checklist for effective feedback. Tydskrif vir Taalonderring [Journal for Language Teaching], 43(2), 86–100. This article presents a checklist for providing feedback in a manner that is designed to counter arguments against feedback. Hudson, P., Nguyen, H. T. M., & Hudson, S. (2009). Mentoring EFL preservice teachers in EFL writing. Revue TESL du Canada/TESL Canada Journal, 27(1), 85–102. This survey of 106 Vietnamese preservice teachers found that more than 50% of participants perceived that they had not received adequate mentoring in the teaching of English writing. Hung, S.-T. (2009). Promoting self-assessment strategies: An electronic portfolio approach. Asian EFL Journal, 11(2), 129–146. Creating an electronic portfolio was found to promote self-assessment and writing strategies in this qualitative study of two English as foreign language learners. Hu¨ttner, J. I. (2007). Academic writing in a foreign language: An extended genre analysis of student texts. New York, NY: Peter Lang. This book offers an extended genre analysis of the written academic texts of nonnative English speakers early in their program of study, focusing on introductions, conclusions, and the use of conventionalized language. Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30(1), 44–57. According to this paper, the use of wikis in an English communication course was found to have several benefits, including improvement in grammar, coherence, and audience awareness.
Literature / Journal of Second Language Writing 20 (2011) 306–311
309
Latif, M. M. A. (2009). Toward a new process-based indicator for measuring writing fluency: Evidence from L2 writers’ think-aloud protocols. La Revue canadienne des langues vivantes/The Canadian Modern Language Review, 65(4), 531–558. This study found that the mean length of a writer’s translating episodes – and not composing rate or text quantity – was a valid indicator of overall writing fluency. Lee, J. S. Y. (2009). Automatic correction of grammatical errors in non-native English text. Unpublished dissertation. ProQuest document ID: 1954565251. This dissertation addresses the correction of grammatical errors in English text and the use of statistical and linguistic methods as a means of generating test items for language learning. Lewkowitz, J. (2009). Concluding your master’s level thesis. Revista Canaria de Estudios Ingleses, 59, 63–72. This paper analyzes the rhetorical structure of the concluding chapter of a master’s level thesis, comparing the findings with the advice given to students within a Polish context. Lim, G. S. (2009). Prompt and rater effects in second language writing performance assessment. Unpublished dissertation. ProQuest document ID: 1965280241. Prompt and rater variability were not found to affect test-takers’ scores in this dissertation’s investigation of the Michigan English Language Assessment Battery. Lin, H. -C. (2009). A case study of how a large multilevel EFL writing class experiences and perceives multiple interaction activities. Unpublished dissertation. ProQuest document ID: 1967957381. High, intermediate, and low achievers differed in their perception of self-directed, peer, and teacher feedback activities in this case study conducted in a large EFL class at a Taiwanese university. Liu, H. (2009). Learning to compose: Characteristics of advanced Chinese heritage learners. Hong Kong Journal of Applied Linguistics, 12(1), 63–80. The writing characteristics of advanced Chinese heritage learners was the focus of this study, which found evidence of neither a direct English nor circular Chinese rhetorical style. Instructional applications are discussed. Loescher, J. (2009). Read-out. A new component for writing models. GFL – German as a Foreign Language, (2–3), 83–105. This article describes an automatic decision mechanism that reads out competing lemmas/lexemes. MacDonald, K. A. (2009). Two telecollaborative contexts for writing in a beginner FSL university program: Achievement, perceptions, and identity. Unpublished dissertation. ProQuest document ID: 2069784261. This case study investigated the effects of two types of telecollaborative activities – one with native speakers and the other with classroom peers – on the writing of French as a second language university students in Canada. Mahir, N. A., & Saad, N. S. M. (Eds.) (2010). Essays on ESL reading and writing. Negri Sembilan: USIM’s Publisher, Islamic Science University of Malaysia. This collection looks at typical challenges in reading and writing faced by language learners, offers ideas for instructional practices in the EFL context, and addresses the teaching of literature. Chapters include: The relationships between reading attitudes and reading habits with English as a second language proficiency and academic achievements (Harison & Sidek); The functions of annotations in reading strategies in ESL in achieving comprehension of printed text and multimedia on screen texts (Harun); The roles of previous knowledge in reading (Harison, Sidek, & Mahir); Text appeal: the link between familiarity and learners’ response (Abdullah & Sivaganga); Using Shelley’s poems to develop reading skills (Mahir); Journal writing practices in the second language classroom (Hrison & Sidek); ESL writing assessment (Harison & Sidek);
310
Literature / Journal of Second Language Writing 20 (2011) 306–311
Editing in the second language writing class (Darmi); Using action movies in ESL writing class: learners’ perspectives (Behak & Massari). Marshal, S. (2010). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Identity, 24(1), 41–56. This article addresses how a group of multilingual students in Canada ‘‘re-become ESL’’ during their first year of university partially as a result of their placement in remedial literacy courses. Mohamed, M., & Boyd, J. (2010). Realizing distributed gains: How collaboration with support services transformed a basic writing program for international students. Journal of Basic Writing, 29(1), 78–98. This paper traces the development of a new campus writing center at Fairleigh Dickenson University, wherein English for General Purposes instruction was replaced by English for Specific Purposes. The model of basic writing that emerged is also described. Pe´rez-Llantada, C., Plo, R., & Ferguson, G. R. (2011). ‘‘You don’t say what you know, only what you can’’: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30(1), 18–30. The aim of this study was to understand how senior Spanish academics disseminate research in English. Among the most salient findings is that participants feel that spoken communication at conferences is more of a challenge than academic writing. Ranker, J. (2009). Redesigning and transforming: A case study of the role of semiotic import in early composing processes. Journal of Early Childhood Literacy, 9(3), 319–347. This article explores the role of semiotic import in the writing processes of three bilingual children in a variety of writing contexts. Ren, K. (2009). On the difference between Chinese–English logic reasoning and thinking model in the aspects of the structure of composition. Liaoning Shifan Daxue Xuebao (Shehui Kexue Ban) [Journal of Liaoning Normal University (Social Sciences Edition)], 32(4), 91–94. Differences in the logical reasoning and thinking models of English and Chinese students should be addressed in writing instruction, according to this article. Spalding, E., Wang, J., Lin, E., & Hu, G. (2009). Analyzing voice in the writing of Chinese teachers of English. Research in the Teaching of English, 44(1), 23–51. Following a three-week writing workshop, the writing of 57 Chinese teachers of English improved, particularly in terms of voice. Spencer, B. (2009). Aligned assessment of support of high-level learning: A critical appraisal of an assignment for a distance-teaching context. Tydskrif vir Taalonderring [Journal for Language Teaching], 43(2), 102–115. This paper analyzes an assessment task given to students in an English for Specific Purposes course in an Open and Distance Learning context in South Africa. Stacey, J. (2009). Writer identity while learning discipline-specific academic literacy in an additional language. Southern African Linguistics and Applied Language Studies, 27(3), 345–356. This paper analyzes the writing of an English as an additional language learner in a university literature course, arguing that the methods she uses to straddle two cultures and languages could be useful to other students. Stegemoller, W. J. (2009). Latino students and biliteracy at a university: Literacy histories, agency, and writing. Unpublished dissertation. ProQuest document ID: 1955971841. This qualitative dissertation examines the writing and writing experiences of six bilingual (Spanish–English) immigrant students at a US university.
Literature / Journal of Second Language Writing 20 (2011) 306–311
311
Strong, R. M. (2009). Toward a student-centered understanding of intensive writing and writing-to-learn in the Spanish major: An examination of advanced L2 Spanish students’ learning in the writing-intensive Spanish content course. Unpublished dissertation. ProQuest document ID: 1953504231. This dissertation investigates how Spanish-major students at the University of Minnesota are affected by the institution’s writing intensive requirement. Quantitative tests found no improvement in the students’ writing. Interviews and surveys also revealed some apprehension toward writing in Spanish but a feeling among participants that it does contribute to their language learning. Takahashi, H. (2009). Modality in L2 legal writing: A functional analysis. Language Research Bulletin, 24, 1–15. Using a functional systemic linguistics framework, this study analyzes the modal expressions used by six international students when writing legal memoranda at a U.S. law school. Van Waes, L., Leijten, M., & van Weijen, D. (2009). Keystroke logging in writing research: observing writing processes with Inputlog. GFL – German as a Foreign Language, (2–3), 41–64. This paper describes a keystroke logging program called Inputlog and three case studies in which it was used. Yi, J. (2009). Defining writing ability for classroom writing assessment in high schools. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 53–69. Six English teachers in Korea were interviewed in this study in order to investigate how writing ability is defined. Zare-ee, A., & Farvardin, M. T. (2009). Comparison of university level EFL learners’ linguistic and rhetorical patterns as reflected in their L1 and L2 writing. Novitas ROYAL (Research on Youth and Languages), 3(2), 143–155. This study compared L1 and L2 linguistic and rhetorical patterns among Iranian EFL writers, finding differences in text length, complexity, T-units, and spelling errors. Zhang, Y. (2009). Integrating CALL writing activities into a college level elementary Chinese class. Unpublished dissertation. ProQuest document ID: 304991199. This dissertation examines technology integration in a beginning Chinese as a Foreign language class, including the use of a Chinese word processor and a Blackboard discussion board.