>
sslw.asu.edu

 

 


Tentative Program

Program Overview

The 2011 Symposium will start at 8:00 a.m. on Thursday, June 9 and concludes at 5 p.m. on Saturday, June 11.

The entire final schedule is now available in PDF format.

Plenary sessions, invited colloquia and concurrent sessions will be scheduled on Thursday, Friday and Saturday.

There will be a Pre-Symposium Social on Wednesday, starting at 7 p.m. at Tequila Sunrise, a few minute walk from Howard International House. The information will also be available at the registration desk on Wednesday.

After reconnecting with your friends or meeting new ones, participants are encouraged to explore great restaurants and bars along Shida Night Market (師大路夜市) and Yong Kang Street (永康街).

Important Information

Pre-Symposium Social. If you are arriving before Wednesday evening, we would like to invite you to join us for the Pre-Symposium Social from 7 p.m. to 10 p.m. at Tequila Sunrise, a few minute walk from Howard International House.

Session Schedule. The session schedule is available in PDF format here. If you are on the program as a presenter, please check the program for any last-minute changes. A hard copy version will be available for you at the Registration and Check-In Desk.

Registration and Check-In Desk. On Wednesday, the Registration and Check-In Desk will be located on the second floor of the Guest Rooms Building (in front of Yueshiang Restaurant). The hours will be 3 p.m. to 6 p.m. Please consider dropping by during those hours to avoid the rush in the morning.

On Thursday, Friday and Saturday, the Registration and Check-In Desk will be located in the lobby area on the second floor near the 2F Convention Hall (卓越堂). The hours are from 8 a.m. to 4 p.m. on Thursday and Friday, and from 8 a.m. to 12 p.m. on Saturday. On-site registration is not guaranteed.

Book Exhibits. The Book Exhibits will be located in room 203. The hours are 9 a.m. to 4 p.m. on Thurdsay and Friday and 9 a.m. to 12 p.m. on Saturday. Refreshments will be available near the Exhibits area.

Receptions. There will be two receptions--one on Thursday and the other on Friday--immediately after the plenary sessions. They will be held in the lobby areas on the second and third floors of the Convention Hall.

Guidelines for Presenters and Session Chairs. Guidelines for presenters and session chairs are available online.

Please see the Venue page for additional local information.

Plenary Talks

Featured Sessions

  • A.1 Open Mic: Perspectives on Writing for Scholarly Publication (Chair: Tony Silva)
  • B.1 Workshop: Publishing in English-Medium Journals: Practices, Resources, Networks (Workshop Leader: Mary Jane Curry)
  • C.1 ETRA Session: Becoming a Writing Researcher (Chair: Wu-chang Vincent Chang; Presenters: Icy Lee, Hui-Tzu Min, A. Suresh Canagarajah, Miyuki Sasaki, and Paul Kei Matsuda)
  • D.1 Colloquium: Publishing in English: Perspectives from Intercultural Rhetoric (Chair: Ulla Connor; Presenters: Ulla Connor, Becky Kwan, Neil Johnson, Haiying Feng, and A. Suresh Canagarajah)
  • E.1 Colloquium: Reflections on Learning the Literacy Practices of International Academic Community Through a Multi-Layered Narrative Inquiry (Chair: Chin-chi Chao; Presenters: Chin-chi Chao, Leo Van Lier, Jui-chuan Chang, Kenneth K. Chua, Ching-ching Chang, Yu Min Hung, Chia-yi Huang, Lee, Sin-Yin, Tsai-Ying Hsieh, and Ming-Hung Hsieh)
  • F.1 Dialogue: Sharpening the Edge: Developing Arguments that Makes a Difference (Chair: Miyuki Sasaki; Presenters: Dwight Atkinson and Paul Kei Matsuda)
  • G.1 Panel Discussion: Opening the Gate: Perspectives of International Journal Editors (Chair: Paul Kei Matsuda; Presenters: Diane Belcher, Rosa Manchón, Lourdes Ortega, Paul Thompson, and Leo van Lier)
  • J.1 Discussion: Reflections on SSLW 2011

Concurrent Session Titles

  • A.2.1 Complexity of Genre-Based EAP: Context, Content, and Concept of Textbook Use (Yuching Yang, et al.)
  • A.2.2 Genre-Based Approach in a Foreign Language Context: Linking Language and Writing Through Genre (Sachiko Yasuda)
  • A.2.3 Analyses of Personal and "Real-World" Writing: Assessment Through a Genre-Based Approach (Effie Chiu)
  • A.3.1 The Place of Journal Writing Response in the Development of EFL Writers (Yi-Hsuan Gloria Lo)
  • A.3.2 Exploring the Complexity of Dialogue Journal Writing (Takehiro Sato)
  • A.3.3 Effects of Reflection on L2 Writing Development: A Longitudinal Study of Task Repetition From a Dynamic Complex Systems Perspective (Kyoko Baba, et al.)
  • A.4.1 Building Students' Rhetorical Knowledge in Four-Skills Based Classrooms (Tanita Saenkhum, et al.)
  • A.4.2 Developing Authorship Awareness for Second Language Academic Writers: Case Studies of English Majors in Taiwan  (Shao-Tsang Chiang)
  • A.4.3 The Authorial Presence in Expository Essays Written by Filipino College Students under Test Conditions  (Carla Vee Ababon)
  • A.5.1 The Role of the Writing Center in an L2 English Writer's Dissertation Proposal Drafting Process (Mayumi Fujioka)
  • A.5.2 How Can I Help You?: Exploring Tutor/Tutee Interactions in an EFL Writing Center in Japan (George Hays, et al.)
  • A.6.1 Effectiveness of Contrastive Tasks in Improving EFL Argumentative Writing (Vu Ho)
  • A.6.2 Understanding Pre-University Argumentative Writing from the Perspective of Academic Criticism: Some Promises and Limitations (Kum Khuan Jonathan Tang)
  • A.6.3 Exploring Taiwanese EFL Graduate Students' Research Paper Writing: Students' Voices (Ming-Hung Hsieh)
  • A.7.1 The Impact of Globalization on Korean as a Second Language Writing: The Case of International Marriages and Homework Practices (Bonggi Sohn)
  • A.7.2 Problem Solving Behavior in CSL Writing  (Fei-Wen Cheng, et al.)
  • A.7.3 Perishing Confucius? the Americanization of the Global Scholarly Evaluation Culture and Media-Reported Discourses of Taiwanese Resistance (Li-ying Wu, et al.)
  • B.2.1 Evaluating the Effectiveness of a Genre-Based ESP Writing Course in a University of Hospitality and Tourism: A Mixed Methods Study (Wen-hsien Yang)
  • B.2.2 A Genre-Based Investigation of Research Article Abstracts and Introductions in Applied Linguistics (Yi-hui Chiu)
  • B.2.3 Texts Written in English and Chinese by Expert and Novice Writers: Reporting on a Genre-Based Comparative Study  (Hsiao-li Huang Wu)
  • B.3.1 Effects of Web-Based Communication Tasks on L2 Students' Development of a Sense of Audience (Miyuki Sasaki, et al.)
  • B.3.2 Investigating EFL College Students' Audience Awareness in Argumentative Writing  (Kai-lin Wu, et al.)
  • B.3.3 Audience in L1/L2 Academic Writing: Graduate Students' Perceptions of Authorial Expertise in Research Articles (Mira Bekar)
  • B.4.1 Context Matters: Scientific Writing in Expanding Circle (Yu-shan Fan)
  • B.4.2 Writing for English Publishing on the Periphery of the Periphery: A Case Study of a Taiwanese Computer Science Scholar (Liyin Chen, et al.)
  • B.4.3 Reporting Verbs in Second Language Writing: A Corpus-Based Study of Journal Papers in Two Disciplines (Shu-Ping Gong, et al.)
  • B.5.1 Exploring the Invisible Colleges Among TESOL Researchers in Taiwan (Yu-Chih Sun)
  • B.5.2 Beyond Process-Product Distinctions: The Principles and Practices of Eight Teachers of L2 Academic Writing (Rosemary Wette)
  • B.5.3 Agency Exploration: Employing Grammaring in a Critical EFL Writing Context (Behnaz Sadeghian, et al.)
  • B.6.1 Fluency Measures in L2 Writing (Yeon Hee Choi)
  • B.6.2 Fluency-Building in Writing Development (Doreen Ewert)
  • B.6.3 The Impact of Overseas Experience on Writing Flow (Takahiko Yamamori)
  • B.7.1 The Presence and Use of Evaluative Meaning in Novice NNS Writers' Academic Writing (Antonia Chandrasegaran)
  • B.7.2 When Nominalization Meets Rhetorical Organization: A Discipline-Specific Study on Research Article Abstracts in Medical Journals (Ben Pin-Yun Wang, et al.)
  • B.7.3 The Evaluation of L2 Summary Writing: Reliability of a Holistic Rubric (Yuko Hijikata, et al.)
  • C.2.1 Chinese University Students' Perceptions of Plagiarism (Guangwei Hu, et al.)
  • C.2.2 Plagiarize and Perish: A Case Study of L2 Writers in an Advanced Academic Writing Course (Ilka Kostka)
  • C.2.3 Alternative Resolutions of the Agency Attribution Problem and Their Effect on Citation Frequency (Peter Morton)
  • C.3.1 Individual Profiles in the Development of Writing Competence in Foreign Language Settings (Rosa Manchón, et al.)
  • C.3.2 Toward a Meaningful Measure of Written Linguistic Accuracy (Norman W. Evans, et al.)
  • C.3.3 The Real-Time Text Negotiation Strategies in the Composing Process of Two Chinese L2 Writers (Filipe Wesley de Souza)
  • C.4.1 Cognitive Transfer for Knowledge Construction: Problems and Solutions of L2 Writing for Publication  (Yichun Liu)
  • C.4.2 Multisemiotics Representation of EFL Writing: A Case Study of Young Writers in Taiwan  (Yueh-Hung Tseng)
  • C.4.3 Second Language Writing Development as Meaning-Making Construction: Insights From a Systemic Functional Linguistics Perspective (Hsin-I Chen)
  • C.5.1 Corpus-Based Investigation Into the Trends in Research Methods in the ESL Writing Research: Taiwan and the West (Hui-Ling Lang)
  • C.5.2 A Corpus-Based Study on Informal Vocabulary in EFL Learners' Academic Writing (Howard Chen, et al.)
  • C.5.3 A Learner Corpus-Based Analysis and Treatment of Tough-Constructions Used by Chinese College Learners of English (Min-chieh Chou)
  • C.6.1 Accomodate or Perish?: Global Issues in Academic English Publication (Robert Baird)
  • C.6.2 EFL Graduate Students' Conceptualizations of English Academic Research Writing (Yuh-show Cheng)
  • C.6.3 The Impacts of the Teacher Learning Community on the Taiwanese Junior TESOL Scholars' Identity Construction in Their Writing for Publication (Ming-i Lydia Tseng, et al.)
  • C.7.1 An Exploratory Study on Student Use of a Rater's Guide for Conducting Peer Review in an Essay Writing Class (Hui-Chuan Liao)
  • C.7.2 Anonymity in EFL Writing: Cultural Dimensions in Online Writing (Terumi Miyazoe, et al.)
  • C.7.3 The Effect of L2 Proficiency and Task Difficulty on the Use of the Mother Tongue Within Lexical Searches in L2 Composing (Liz Murphy)
  • D.2.1 Writing for Publication in Ukraine (Tetyana Smotrova)
  • D.2.2 Confessions of a Literacy Broker: Working with a Taiwanese Scholar Publishing in English  (Jonathan Benda)
  • D.2.3 Writing for Publication: Experiences by Doctoral Students Writing in English as an Additional Language at Canadian Research-Intensive Universities  (King Yan Sun)
  • D.3.1 Publishing with an Accent (Pisarn Chamcharatsri)
  • D.3.2 Empowering Non-Native English Speaking Scholars in Writing for Scholarly Publication: What Can ESP Specialists Do? (Ju Chuan Huang)
  • D.3.3 Journal Reviewer Development: Revealing and Responding to Diversity (John Adamson, et al.)
  • D.4.1 Conferencing in Taiwanese EFL Writing Classrooms (Chun-Chun Yeh)
  • D.4.2 Understanding the Feedback Practices of Primary Teachers (Pauline Mak, et al.)
  • D.4.3 Toward Explaining L2 Writing Teachers' Corrective Feedback Practices (K. James Hartshorn, et al.)
  • D.5.1 The Effectiveness of Antiplagiarism Software: An Empirical Study of L2 Writers (Paul Stapleton)
  • D.5.2 Peer Mediation in the Zone of Proximal Development: A Case From an L2 Computer-Assisted Writing Classroom (Mei-Hsing Tsai)
  • D.5.3 Using Auto Profiling to Diagnose Learners' Writing in Real Time (Bi-Jar Lin, et al.)
  • D.6.1 Computer-Supported Collaborative Writing for Academic Purposes (Yun-yin Huang)
  • D.6.2 Does the Blog Help Language Learners Write Better?: Analyses of the Quality and Quantity of Taiwanese JFL Learners' Blog Postings (Kazuaki Nakazawa)
  • D.6.3 A Business Blog: The Site of Artistic Expression for ESL Writers (Adcharawan Buripakdi)
  • D.7.1 The Dynamics of Peer Group Feedback in a Mixed-Level Writing Class in the Korean EFL Context (Hojung Yu, et al.)
  • D.7.2 An Investigation Into Online Peer Conferencing: Action Research at Two College Writing Classes (Hsiao-chien Lee, et al.)
  • D.7.3 Combining Electronic Commenting and Face-To-Face Interaction in Peer Review: A Case Study of Sub-Degree ESL Writing Classrooms in Hong Kong (Wing Man Chan)
  • E.2.1 Can Web-Based Corrective Feedback Be Used as Effective Grammatical Input Enhancement on EFL Writing? (Wen-Shuenn Wu)
  • E.2.2 The Effects of Tiered Metalinguistic Corrective Feedback on Second Language Academic Writing (Tim Anderson)
  • E.2.3 A Longitudinal Look at Dynamic Written Corrective Feedback (K. James Hartshorn, et al.)
  • E.3.1 Issues of Writing for Scholarly Publication in English for Young Researchers in Taiwan (Shih-Chieh Chien)
  • E.3.2 Investigating Taiwanese EFL Writers' Abilities and Needs for EAP Writing (Yu-ling You)
  • E.4.1 A Study of Students' Reflective Journals on Learning Research Methodology and Research Paper Writing (Li-Te Li)
  • E.4.2 Literacy Autobiographies as Reflective Practice for Academic Writing Development: A Case Study of Korean University Students  (Michael Chesnut, et al.)
  • E.4.3 Unravelling Reflective Skills in Writing (Sabina Nowak)
  • E.5.1 The Distributions of Textual Relations via Conjunctive Adverbials in English Academic Writing by Chinese Speakers (Tung-yu Kao, et al.)
  • E.5.2 The, A, or Nothing? the Accuracy and Distribution Patterns of English Article Types in the Academic Writing of Taiwanese College Students. (Neil Edward Barrett, et al.)
  • E.5.3 The Use of the There+Be Construction in Academic Writing (Michiko Yaguchi)
  • E.6.1 Collaborative Writing Among College Students in Taiwan: What Are Their Mediating Strategies? (Meng-ying Lin)
  • E.6.2 An Exploration of Peer Review Training Extensiveness and Feedback Quality (Yi-Min Chiu, et al.)
  • E.6.3 Writing Support for Current and Emergent Means of Knowledge Distribution  (Susan Olmstead-Wang)
  • E.7.1 Reframing Selves: Analyzing Online Revision and Pausing Patterns in EFL Narrative Writing (Song Yang)
  • E.7.2 Revision Behaviors and Writing Quality: A Comparison of L1 and L2 Writers (Mei-Hung Lin, et al.)
  • E.7.3 Second Language Writers' Revision Performance: A Cross-Cultural Analysis (Parva Panahi, et al.)
  • F.2.1 Native and Non-Native English-Speaking College Students' Responses to the Myth of Homogeneities in Online Argumentative Written Communication (Yu-Feng (Diana) Yang)
  • F.2.2 Examining Code Choice Motivations of Multilingual Writers in Social Media (Erik Johnson)
  • F.2.3 Academic Enculturation: Writing Thesis/Dissertations in English, for Multi-Ethnic Postgraduate Students in Japan (Evelyn Naoumi, et al.)
  • F.3.1 Group Lesson Planning: A Community of Practice of English Writing Instructors in China  (Ling Shi, et al.)
  • F.3.2 Transferring the Metadiscourse of Advice-Giving to Academic Writing (Christine Rosalia)
  • F.3.3 Adverbials as Flowery Language in Scholarly Writing? (Hui-Ling Yang)
  • F.4.1 Bilingual Students' Use of Writing Strategies for Text Production in ESL (Donglan Zhang, et al.)
  • F.4.2 Planning and Writing Texts: The Case of Nine EFL Fifth Grade Students (Alexis A. Lopez, et al.)
  • F.4.3 NNS Graduate Students' Identity Formation in Academic Writing (Fang-yi Wu, et al.)
  • F.5.1 Publish or Perish as an Instruction-End Learning Opportunity (Lawrie Hunter)
  • F.5.2 Origins and Effects of "Publish or Perish" on Second Language Studies Publishing: An In-Depth Historiography of a Journal in Taiwan  (Cheryl Sheridan)
  • F.5.3 Persuading the Reader: Developmental Changes in the Use of Interactional Resources in FL Book Reviews (Marianna Ryshina-Pankova)
  • F.6.1 Sociocognitive Alignment in Advanced Learners' L2 Writing (Takako Nishino)
  • F.6.2 An Activity Theory Approach to NES and NNES Teacher Commentary and Their Response to Students' Expectations (Ching-Fen Chang)
  • F.6.3 The Effects of Motivational Strategies on Student Motivation in an Undergraduate Writing Course in Singapore (Yin Ling Cheung)
  • F.7.1 Assessing the Use of Metaphor in Chinese EFL Writing: Perspectives From American and Chinese Instructors (Jing Fu)
  • F.7.2 Conceptual Metaphors in L2 Academic Literacy: A Developmental View (Sungwoo Kim)
  • F.7.3 Complex Realization of Contrast Relations in Writing (Zhang Yan)
  • G.2.1 Pedagogical Versus Authentic Genres: Second Language Textbook Reviews (Charlene Polio, et al.)
  • G.2.2 Understanding Discourse Genres: One Aspect of Successful Initiation Into Communities of Practice  (Winifred Crombie)
  • G.2.3 Rhetorical Move Structure and Directives in L1 and L2 Writing: A Genre Analysis of Request Letters (Eunsook Shim)
  • G.3.1 Effect of Peer Activity and Teacher Feedback on Students' Self Revision Ability (Junko Okabe)
  • G.3.2 Chinese EFL Learners' Response to Peer Comments: A Case Study (Jingjing Ma)
  • G.3.3 EFL College Students' Perceptions of Effectiveness of Peer Review in a Reading-To-Write Task  (Ya-Fen Lo, et al.)
  • G.4.1 Portfolio Assessment as a Process of Change: Instructors' Perspectives  (Ricky Lam)
  • G.4.2 The Use of an Online Writing Evaluation Program in College English Writing Classes- a Case Study of Criterion (Pei-ling Wang)
  • G.4.3 Writing Instruction Contingent on Assessment: Towards Assessment FOR Learning (Shu-Chen Huang)
  • G.5.1 Scholarly Publication for NNES Graduate Students: Challenges and Issues (Atsushi Iida)
  • G.5.2 Understanding the Writing Gap Through Native and Non-Native Text Comparisons (Wenli Tsou, et al.)
  • G.5.3 Discursive Motivation and Native-Speakerism: A Case of College Taiwanese Multilingual Writers (Pei-Hsun Emma Liu)
  • H.1.1 Current Practices of Teaching of Second Language Writing in Thailand After the Educational Reform (Wongjan Poolpoem)
  • H.1.2 Difficulties Faced by Brazilian Graduate Students in Writing Academic Genres: From Linguistic Limitations to Rhetorical Conflicts (Marília Mendes Ferreira)
  • H.1.3 Writing for Publication by Indigenous African Women, Both Literate and Illiterate (Marna Broekhoff)
  • H.2.1 Speaking to Write and Writing to Speak: Making EFL L2 Writing Indispensable Through a Dialogic Genre Approach to Formal Debate (Catherine Matsuo)
  • H.2.2 Practical Applications of SLA Theories in Second Language Writing Instruction (Theresa Jiin-ling Tseng)
  • H.2.3 A Critical Review of Research on Second Language Writing Peer Feedback Issues (TaiMin Wu, et al.)
  • H.3.1 L1/L2/L3 Writing Development: Longitudinal Case Study of a Japanese Multicompetent Writer (Hiroe Kobayashi, et al.)
  • H.3.2 Multicompetence and L2 (English) Influence on the Writing of Chinese Students  (Yingqin Liu, et al.)
  • H.3.3 Teaching Academic Writing to Japanese College Students Expecting the Emergence of Multi-Competence (Kyoko Oi)
  • H.4.1 A Critical Analysis of the Myth of Uncritical Japanese Writing: A Case Study (Yumi Matsumoto)
  • H.4.2 A Critical Literacy Perspective in the Teaching of L2 Academic Writing: A Case of Tertiary Students in Taiwan (Shin-ying Huang)
  • H.4.3 An Experimental Study of Critical Reading and Writing (Michiko Nakano)
  • I.1.1 English Dissertation Writing in Taiwan: To Thank Whom for What? (Beryl Lee)
  • I.1.2 Creating a 'Third Space' in Doctoral Writing Pedagogy (Meeta Chatterjee-Padmanabhan)
  • I.1.3 English Teachers and Healthcare Professionals: How Do Their Revisions Differ? (Ian Willey)
  • I.2.1 EFL Teachers: Good Learners? (Tomoyasu Kimura)
  • I.2.2 A Relationship between TOEFL Writing Scores and TOEIC Bridge Scores (Chiaki Baba)
  • I.2.3 How Do Chinese Applied Linguists Differ From Their International Counterparts in the Use of Hedging and Boosting Strategies? (Guangwei Hu, et al.)
  • I.3.1 The Impact of Four Years in an English Medium University on Written Linguistic Accuracy (Norman W. Evans)
  • I.3.2 Play and Learn How to Write English Sentences (Margaret Chen, et al.)
  • I.3.3 "Don't Overwhelm Me With Errors!" Improving Writing Accuracy Through a Self-Generated Error Log (Sin I Miranda Ma, et al.)
  • I.4.1 A Holistic Analysis of Effects of Portfolios on Technical College Students' Writing Attitudes and Performances (Mei-Hua Lan, et al.)
  • I.4.2 EFL Learners' Perceptions of a Rubric as a Writing Guideline: A Pilot Study (Hiroyuki Yamanishi, et al.)


 
sslw.asu.edu