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.
Faculty attitudes toward source use strategies
and their implications for second-language academic writers
University of Essez
Legitimate textual borrowing:
Direct quotation in L2 student writing
Susan Berendes Wood
Michigan State University
Graduate students writing from sources:
Beyond plagiarism and paraphrasing
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.
University of Massachusetts, Amherst
State University of New York, Brockport
Blogging, Systemic Functional Linguistics, and L2 Academic Literacy Development
in the 21st Century
Georgetown University, Washington, DC
FL Writing Development as Cultural Content Learning:
The Case of ENGAGEMENT
JoAnn Neff van Aertselaer
Universidad Complutense, Madrid
The Common EU Framework as a Tool
for Teaching & Learning Argumentative Writing
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.
OISE, University of Toronto
Comparative, International Research: Why Settle for Anything Less?
The Chinese University of Hong Kong
Writing instruction and research in Hong Kong:
Where are we, and where should we go from here?
Arizona State University
L2 Writing across Continents: Cross-Pollination or Inbreeding?
University of Hawai’i at Mānoa
(How) Will EFL writing scholarship invigorate the field of L2 writing?
Michigan State University
What North Americans might learn from European experimental research on L2 writing
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
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.
University of Hawai’i at Manoa
Researching L2 writing assessment:
from construct interpretations to intended uses and back again
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
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
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
Institut für Anglistik und Amerikanistik (IfAA)
Thematic organization in historical writing. Data from CLIL and L1 writing.
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