This paper aims to provide a linguistic analysis of prosodic patterns (especially the complex of suprasegmental phonological features which includes intonation, pauses and stress) underlying use of commas in texts written by Brazilian students. The analysed material consists of texts produced in the last year of primary education at a public school in an inner city of Sao Paulo State, Brazil. The object of analysis is composed of two kinds of comma use which occur in a simple scheme: unconventional uses and conventional uses of commas, both uses being defined from grammatical rules taught at school. The analysis leads to a theoretical discussion about the importance of orality in the way people approach writing and the relationship between orality and writing in text production practices at school. It is argued that accounting for the relationship between orality and literacy may reveal linguistic phenomena and important symbolic processes which are identifiable in the writing of young students who are going through the learning process of writing texts at school.
{"title":"Evidence of the role of prosody in argumentative writing: Comma use in texts written by Brazilian students aged 11–14","authors":"Geovana Soncin, L. Tenani","doi":"10.1558/WAP.26498","DOIUrl":"https://doi.org/10.1558/WAP.26498","url":null,"abstract":"This paper aims to provide a linguistic analysis of prosodic patterns (especially the complex of suprasegmental phonological features which includes intonation, pauses and stress) underlying use of commas in texts written by Brazilian students. The analysed material consists of texts produced in the last year of primary education at a public school in an inner city of Sao Paulo State, Brazil. The object of analysis is composed of two kinds of comma use which occur in a simple scheme: unconventional uses and conventional uses of commas, both uses being defined from grammatical rules taught at school. The analysis leads to a theoretical discussion about the importance of orality in the way people approach writing and the relationship between orality and writing in text production practices at school. It is argued that accounting for the relationship between orality and literacy may reveal linguistic phenomena and important symbolic processes which are identifiable in the writing of young students who are going through the learning process of writing texts at school.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"39 1","pages":"77-101"},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87502702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effective Curriculum for Teaching L2 Writing Principles and Techniques Eli Hinkel (2015) New York: Routledge, Pp. 302 ISBN: 978-0-415-88998-8","authors":"Cille K. Longshaw","doi":"10.1558/WAP.29627","DOIUrl":"https://doi.org/10.1558/WAP.29627","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"153 1","pages":"577-582"},"PeriodicalIF":0.3,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74158593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With growing interest in the relationship between translation and language learning, a number of studies have begun to examine the pedagogical value of translation and explore the best ways to utilize it in L2 classrooms. Some may doubt the need to include translation in L2 classrooms when language pedagogy is a far more wellestablished discipline. An answer to this concern requires empirical research on the role of translation in the L2 classroom. To this end, this study compares how L2 learners react to particular translation tasks and writing tasks. The findings suggest that translation tasks can yield better results than direct L2 writing tasks in encouraging and facilitating students to improve their lexis and grammar. The results also suggest that both translation and writing tasks have greater potential to prompt lexical than grammatical improvement. These findings offer new insights into alternative writing instruction and contribute to an increasing body of research on the pedagogical value of translation in L2 classrooms.
{"title":"L1-L2 translation versus L2 writing tasks: An empirical study on non-language major students’ improvement in writing proficiency","authors":"S. Wai","doi":"10.1558/WAP.28241","DOIUrl":"https://doi.org/10.1558/WAP.28241","url":null,"abstract":"With growing interest in the relationship between translation and language learning, a number of studies have begun to examine the pedagogical value of translation and explore the best ways to utilize it in L2 classrooms. Some may doubt the need to include translation in L2 classrooms when language pedagogy is a far more wellestablished discipline. An answer to this concern requires empirical research on the role of translation in the L2 classroom. To this end, this study compares how L2 learners react to particular translation tasks and writing tasks. The findings suggest that translation tasks can yield better results than direct L2 writing tasks in encouraging and facilitating students to improve their lexis and grammar. The results also suggest that both translation and writing tasks have greater potential to prompt lexical than grammatical improvement. These findings offer new insights into alternative writing instruction and contribute to an increasing body of research on the pedagogical value of translation in L2 classrooms.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"157 1","pages":"483-520"},"PeriodicalIF":0.3,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83840223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies into multilingual, ‘periphery’ scholars’ experiences of English publication for academic purposes suggest that they face a number of obstacles in seeking publication in EFL and applied linguistics language journals (Belcher, 2007; Canagarajah, 1996). Some journals located outside of the Anglophone center have sought to adapt their review processes to be more accommodating toward these generally less experienced, potentially ‘off-networked’ (Swales, 1996: 45) scholars (Nunn and Adamson, 2007; Adamson and Muller, 2012). Yet the literature to date tends to approach this topic from one of two perspectives; exploring the editorial, journal review process from the perspective of editors (Adamson, 2012; Belcher, 2007) or author-focused explorations of writing for academic publication practice (Lillis and Curry, 2010; Okamura, 2006). This paper seeks to bridge this gap by outlining the efforts of one Asian-based journal, Asian EFL Journal, to raise awareness among reviewers and editors of the needs of multilingual scholars and data from an investigation into Japan-based authors’ practices of writing for academic publication. How our findings can inform journal policy and implications for reviewing practice more broadly in light of reviewer and author experiences is considered.
{"title":"Reviewer feedback on multilingual scholars’ writing for English Publication: Perspectives from the ‘Periphery’","authors":"John Adamson, Theron Muller","doi":"10.1558/WAP.29349","DOIUrl":"https://doi.org/10.1558/WAP.29349","url":null,"abstract":"Studies into multilingual, ‘periphery’ scholars’ experiences of English publication for academic purposes suggest that they face a number of obstacles in seeking publication in EFL and applied linguistics language journals (Belcher, 2007; Canagarajah, 1996). Some journals located outside of the Anglophone center have sought to adapt their review processes to be more accommodating toward these generally less experienced, potentially ‘off-networked’ (Swales, 1996: 45) scholars (Nunn and Adamson, 2007; Adamson and Muller, 2012). Yet the literature to date tends to approach this topic from one of two perspectives; exploring the editorial, journal review process from the perspective of editors (Adamson, 2012; Belcher, 2007) or author-focused explorations of writing for academic publication practice (Lillis and Curry, 2010; Okamura, 2006). This paper seeks to bridge this gap by outlining the efforts of one Asian-based journal, Asian EFL Journal, to raise awareness among reviewers and editors of the needs of multilingual scholars and data from an investigation into Japan-based authors’ practices of writing for academic publication. How our findings can inform journal policy and implications for reviewing practice more broadly in light of reviewer and author experiences is considered.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"14 1","pages":"521-538"},"PeriodicalIF":0.3,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90107593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The identity of ‘the English writing teacher’ is increasingly important in Asia. Influenced by disciplinary and professional discourses, English teachers in this region tend to develop a monolingual orientation that leads their students towards native speaker norms. However, globalization requires a fluid, less-bounded perspective on nation, culture, and language, that is, a more multilingual orientation to English teaching. This essay argues that an historical perspective on teaching second language (L2) writing in Asia has the potential to reinvent writing teacher identity by challenging teachers’ monolingual assumptions. I will first review historical accounts of teaching L2 writing in Asia, showing that this history is multilingual and transnational. Next, drawing on historical examples related to the teaching of English writing in China, I demonstrate that Chinese students and teachers have struggled with a monolingual ideology endorsed by the state ever since English became a school subject. Recent scholarship in applied linguistics and literacy studies has suggested ways to embrace multilingualism in teaching and research. Coupled with such scholarship, historical knowledge may encourage writing teachers to construct a multilingual, transnational identity by designing teaching materials, writing tasks, and pedagogical techniques in a multilingual framework. KEyWOrdS: mONOLINGUALISm; mULtILINGUALISm; trANSLINGUALISm; GLOBALIzAtION
{"title":"Historical knowledge and reinventing English writing teacher identity in Asia","authors":"Xiaoye You","doi":"10.1558/WAP.31016","DOIUrl":"https://doi.org/10.1558/WAP.31016","url":null,"abstract":"The identity of ‘the English writing teacher’ is increasingly important in Asia. Influenced by disciplinary and professional discourses, English teachers in this region tend to develop a monolingual orientation that leads their students towards native speaker norms. However, globalization requires a fluid, less-bounded perspective on nation, culture, and language, that is, a more multilingual orientation to English teaching. This essay argues that an historical perspective on teaching second language (L2) writing in Asia has the potential to reinvent writing teacher identity by challenging teachers’ monolingual assumptions. I will first review historical accounts of teaching L2 writing in Asia, showing that this history is multilingual and transnational. Next, drawing on historical examples related to the teaching of English writing in China, I demonstrate that Chinese students and teachers have struggled with a monolingual ideology endorsed by the state ever since English became a school subject. Recent scholarship in applied linguistics and literacy studies has suggested ways to embrace multilingualism in teaching and research. Coupled with such scholarship, historical knowledge may encourage writing teachers to construct a multilingual, transnational identity by designing teaching materials, writing tasks, and pedagogical techniques in a multilingual framework. KEyWOrdS: mONOLINGUALISm; mULtILINGUALISm; trANSLINGUALISm; GLOBALIzAtION","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"137 1","pages":"409-441"},"PeriodicalIF":0.3,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86671450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Oral corrective feedback on L2 writing from a sociocultural perspective: A case study on two writing conferences in a Chinese university","authors":"Ye Han, F. Hyland","doi":"10.1558/WAP.27165","DOIUrl":"https://doi.org/10.1558/WAP.27165","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"76 1","pages":"433-459"},"PeriodicalIF":0.3,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79707564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It has been suggested that oral languaging (e.g., collaborative dialogue, private speech) plays a crucial role in learning a second language (L2). Many studies have shown a positive relation between oral languaging during problem solving tasks and subsequent performance on various post-test measures. The paucity of empirical research on written languaging (e.g., written reflection) prompted this study. The effect of the quality of written languaging by 24 Japanese learners of English was assessed by subsequent text revisions. Both written languaging at the level of noticing only and written languaging at the level of noticing with reasons were associated with accuracy improvement. These findings appear to support Swain’s (2006, 2010) claim that providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. The pedagogical implications of the study may suggest that L2 teachers should ask their students to reflect, in diaries, journals, and portfolios, on the linguistic problems they have encountered during their classroom activities.
{"title":"The effect of quality of written languaging on second language learning","authors":"Wataru Suzuki","doi":"10.1558/WAP.27291","DOIUrl":"https://doi.org/10.1558/WAP.27291","url":null,"abstract":"It has been suggested that oral languaging (e.g., collaborative dialogue, private speech) plays a crucial role in learning a second language (L2). Many studies have shown a positive relation between oral languaging during problem solving tasks and subsequent performance on various post-test measures. The paucity of empirical research on written languaging (e.g., written reflection) prompted this study. The effect of the quality of written languaging by 24 Japanese learners of English was assessed by subsequent text revisions. Both written languaging at the level of noticing only and written languaging at the level of noticing with reasons were associated with accuracy improvement. These findings appear to support Swain’s (2006, 2010) claim that providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. The pedagogical implications of the study may suggest that L2 teachers should ask their students to reflect, in diaries, journals, and portfolios, on the linguistic problems they have encountered during their classroom activities.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"56 1","pages":"461-482"},"PeriodicalIF":0.3,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77151614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Behrens, Alexandra Johnson, Megan Allard, Alexandra Caroli
{"title":"I Know It When I See It: Uncovering Student and Educator Expectations about Academic Writing in Higher Education","authors":"S. Behrens, Alexandra Johnson, Megan Allard, Alexandra Caroli","doi":"10.1558/wap.24108","DOIUrl":"https://doi.org/10.1558/wap.24108","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79482141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/ Conclusions with an explicit focus on rhetorical conventions.
{"title":"Studying disciplinary corpora to teach the craft of discussion","authors":"Elena Cotos, Stephanie Link, S. Huffman","doi":"10.1558/WAP.V8I1.27661","DOIUrl":"https://doi.org/10.1558/WAP.V8I1.27661","url":null,"abstract":"Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/ Conclusions with an explicit focus on rhetorical conventions.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"10 1","pages":"33-64"},"PeriodicalIF":0.3,"publicationDate":"2016-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88818752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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