Invited colloquia

Writing from Sources


Michigan State University, USA


University of British Columbia, Canada

In academic writing, as Nelson (2008) points out, “writers are positioned as readers of multiple texts, making use of other writers’ work as they create their own” (p. 444). However, inappropriate appropriation of others’ texts is associated with plagiarism. While it is a challenge for all novice writers to avoid plagiarism and to recognize original authorship, L2 writers face extra challenges compared with their L1 counterparts. This colloquium serves to present several issues related to the challenge of writing from sources including, but also going beyond, the problem of plagiarism. Various methods including text analysis and interviews are used to explore faculty attitudes toward citation, student perceptions of using sources, and the use of appropriate citation practices.


Diane Pecorari
Mälardalen University
Philip Shaw
Stockholm University
Faculty attitudes toward source use strategies
and their implications for second-language academic writers

Bojana Petrić
University of Essez
Legitimate textual borrowing:
Direct quotation in L2 student writing

Charlene Polio
Susan Berendes Wood
Michigan State University
Graduate students writing from sources:
Beyond plagiarism and paraphrasing

Ling Shi
University of British Columbia
Rewriting source texts with one’s own words
in second language writing

Mary Jane Curry
University of Rochester

L2 Writers as L2 Learners


Georgetown University, USA

This colloquium presents foreign language writing as an educational activity that is inherently focused on content learning. That means L2 writers are never just ‘learning to write’; they are inherently also ‘learning how to mean’. It therefore expands existing writing research, which has typically neglected content learning, and characterizes content learning as fundamentally language-based, at least in educational contexts.

The colloquium illustrates how that position can be implemented in writing instruction. While its four papers address different learner groups and interests, they share systemic functional linguistics in the Hallidayan vein as a suitable theoretical and also a suitable pedagogical framework.


Meg Gebhard
University of Massachusetts, Amherst
Dong-shin Shin
State University of New York, Brockport
Blogging, Systemic Functional Linguistics, and L2 Academic Literacy Development
in the 21st Century

Heidi Byrnes
Georgetown University, Washington, DC
FL Writing Development as Cultural Content Learning:

JoAnn Neff van Aertselaer
Universidad Complutense, Madrid
The Common EU Framework as a Tool
for Teaching & Learning Argumentative Writing

Kerry Kephart
University of Texas at El Paso
A Functional Genre Approach to Assessing Student Writing
in Software Engineering Design

Cross-pollinations in L2 writing research across continents


University of Tennessee at Kentucky, USA

For years North America exported out its L2 teaching methodologies and research, but lately North American researchers have become more open to global L2 writing research. This colloquium probes perceptions of eight prominent North American, European, and East Asian researchers on significant areas of international cross pollination. North American panelists will explore new directions inspired by international research, and European and East Asian scholars will comment on their particular contributions, perhaps signaling which contributions should be better attended to. Finally the audience will be invited to further explore aspects of these issues they might like to address.

Alister Cumming,
OISE, University of Toronto
Comparative, International Research: Why Settle for Anything Less?

Icy Lee
The Chinese University of Hong Kong
Writing instruction and research in Hong Kong:
Where are we, and where should we go from here?

Paul Matsuda
Arizona State University
L2 Writing across Continents: Cross-Pollination or Inbreeding?

Lourdes Ortega
University of Hawai’i at Mānoa
(How) Will EFL writing scholarship invigorate the field of L2 writing?

Charlene Polio
Michigan State University
What North Americans might learn from European experimental research on L2 writing

Gert Rijlaarsdam
University of Amsterdam
Learning to write in English as a foreign language in an Asian country:
the Vietnam Case

Julio Roca de Larios
Universidad de Murcia
Writing in a Foreign Language: From a micro- to a macro-view

Miyuki Sasaki
Nagoya Gakuin University
What suggestions can studies of Japanese EFL learners make
to the field of L2 writing?

Reconceptualizing L2 writing assessment research: constructs, contexts, and uses


University of Hawaii at Manoa, USA

In this colloquium, presenters reflect on interfaces between language assessment and the L2 writing domain, with a particular focus on the uses of writing assessment for informing diverse educational decisions and actions. An introductory overview first highlights challenges and accomplishments that have defined L2 writing assessment inquiry to date. Four presentations then explore the ways in which contemporary research may, on the one hand, sharpen our understandings of valid assessment design and use, and simultaneously deepen our insights into the nature of L2 writing performance and development. The colloquium will conclude with substantial time for audience discussion.

John Norris
University of Hawai’i at Manoa
Researching L2 writing assessment:
from construct interpretations to intended uses and back again

Claudia Harsch
University of Warwick
The validity of written assessment:
challenges for task design, rating, and reporting

Lorena Llosa and Sarah Beck
New York University
Investigating high school students’ composing processes
to inform the development of a diagnostic assessment of academic writing

Anne Nebel
Georgetown University
Advancing theory in L2 writing assessment:
pushing the limits of current models and frameworks

Sara C. Weigle
Georgia State University
Defining and assessing academic literacy:
the intersection of reading and writing

Research in L2 writing in CLIL (Content and Language Integrated Learning) contexts across Europe


Rachel Whittaker
Universidad Autónoma de Madrid, Spain

The colloquium presents results in writing in CLIL contexts, exploring reasons for improvement, which seem to relate to intensity of exposure and the cognitive processes involved as CLIL students write. Creation of coherent discourse and academic register in a discipline is analysed from longitudinal and contrastive points of view. Feedback on writing in the foreign language in a discipline is presented as a means of raising awareness of language as the key to membership of a subject community. Data comes from CLIL secondary students studying in English in Spain -one monolingual and one bilingual community-, Finland and Germany.

CLIL in a multilingual setting: The written component revisited.
Yolanda Ruiz de Zarobe.
Universidad del Pais Vasco

Focus on form and focus on meaning in second language writing processes. Results from an empirical study.
Dr. Lena Heine
Universität Osnabrück
Institut für Anglistik und Amerikanistik (IfAA)

Thematic organization in historical writing. Data from CLIL and L1 writing.
Heini-Marja Järvinen,
University of Turku

Writing history: managing information, managing register.
Dr. Rachel Whittaker
Universidad Autónoma de Madrid

Empowering learners to participate in subject-specific discourse:
The role of the teacher in the context of assessment.

Dr. Debbie Coetzee-Lachmann
Universität Osnabrück