By Tony Silva, Ilona Leki, Alister Cumming
'I applaud the authors for this vast project, in addition to the care exercised in deciding upon and sequencing subject matters and subtopics. a big power and salient function of this quantity is its variety: it's going to function a key reference instrument for researchers operating in L2 composition and in allied fields.' – John Hedgcock, Monterey Institute for foreign Studies
Synthesizing twenty-five years of the main major and influential findings of released learn on moment language writing in English, this quantity promotes figuring out and gives entry to analyze advancements within the box. total, it distinguishes the main contexts of English L2 studying in North the United States, synthesizes the study topics, concerns, and findings that span those contexts, and translates the methodological development and great findings of this physique of data. Of specific curiosity is the wide bibliography, which makes this quantity a necessary reference software for libraries and severe writing execs, either researchers and practitioners, either L1 and L2. This booklet is designed to permit researchers to familiarize yourself with an important examine in this subject, to advertise figuring out of pedagogical wishes of L2 writing scholars, and to introduce graduate scholars to L2 writing learn findings.
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Additional resources for A Synthesis of Research on Second Language Writing in English
As L2 writing research broadened away from the analysis of target texts as ultimate goals for graduate student writers, other issues came to the fore: how disciplines may be inimical to graduate students from certain backgrounds and may function to exclude the students’ experiences; what the effect was of social relations with faculty and others involved in a graduate program; how other (oral) genres, such as seminar presentations, impacted L2 writers. During the 1980s and early 1990s most of the research focusing on graduate students acknowledged that disciplinary communities constituted communities of practice into which these students sought entrance; this research attempted to establish writing requirements (conceived of as more or less static) within these disciplines, usually in terms of genre, disciplinary language, and discourse conventions for papers written for graduate courses, for articles written for publication often in collaboration with advisors, and for theses and dissertations (Canseco & Byrd, 1989; Casanave & Hubbard, 1992; Cooley & Lewkowicz, 1997; Gosden, 1996; 38 Contexts for L2 Writing Huckin & Olsen, 1984; Jenkins, Jordan, & Weiland, 1993; McKenna, 1987; Samraj, 1994).
Lee, 2001, p. 516). Research from the 1980s suggested that, by the high school years, students, at least in the US, self-segregate 1 Relations with domestic peers are an issue at all levels of schooling but the research literature suggests that these are particularly acute for secondary schoolers. 20 Contexts for L2 Writing along racial, ethnic, or cultural lines and may refuse to cooperate across those borders (Kagan, 1986). L2 high school learners report that they are, perhaps predictably, ignored, laughed at, shown impatience, isolated, rejected, pressured to abandon home values, styles, and preferences (to stop acting, say, Chinese), and pressured to refuse target culture values, styles, and preferences (to stop trying to act, say, North American) (L.
See Casanave (2004) for a discussion of the controversies surrounding contrastive rhetoric. In response, researchers have examined the practice of developing and displaying individual voice in writing not as culture-bound but as a widespread, even universal, impulse varyingly instantiated (Lam, 2000; Matsuda, 2001, 2002). By the same token the display of critical thinking was analyzed as crucially dependent not on background culture but on the amount of content knowledge a writer brought to a given subject (Leki, 2004; Stapleton, 2002).
A Synthesis of Research on Second Language Writing in English by Tony Silva, Ilona Leki, Alister Cumming