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Authors in this proposed collection approach issues like academic literacy, socialization, and professionalization from their individual positions as mentors and mentees involved with graduate study in the field of second language (L2) writing.

Informations

Publié par	Parlor Press, LLC
Date de parution	15 août 2015
Nombre de lectures	0
EAN13	9781602357167
Langue	English

Informations légales : prix de location à la page 0,0050€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Second Language Writing
Series Editor: Paul Kei Matsuda
Second language writing emerged in the late twentieth century as an interdisciplinary field of inquiry, and an increasing number of researchers from various related fields—including applied linguistics, communication, composition studies, and education—have come to identify themselves as second language writing specialists. The Second Language Writing series aims to facilitate the advancement of knowledge in the field of second language writing by publishing scholarly and research-based monographs and edited collections that provide significant new insights into central topics and issues in the field.
Books in the Series
The Politics of Second Language Writing: In Search of the Promised Land , edited by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You (2006)
Building Genre Knowledge by Christine M. Tardy (2009)
Practicing Theory in Second Language Writing , edited by Tony Silva and Paul Kei Matsuda (2010)
Foreign Language Writing Instruction: Principles and Practices , edited by Tony Cimasko and Melinda Reichelt (2011)
Scientific Writing in a Second Language by David Ian Hanauer and Karen Englander (2013)
Graduate Studies in Second Language Writing, edited by Kyle McIntosh, Carolina Pelaez-Morales, and Tony Silva (2015)

Graduate Studies in Second Language Writing
Edited by
Kyle McIntosh, Carolina Pelaez-Morales, and Tony Silva
Parlor Press
Anderson, South Carolina
www.parlorpress.com

Parlor Press LLC, Anderson, South Carolina, USA
© 2016 by Parlor Press
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Graduate studies in second language writing / Edited by Kyle McIntosh, Carolina Pelaez-Morales, and Tony Silva.
pages cm. -- (Second Language Writing)
Includes bibliographical references and index.
ISBN 978-1-60235-713-6 (pbk. : alk. paper) -- ISBN 978-1-60235-714-3 (hardcover : alk. paper)
1. Language and languages--Study and teaching (Higher)--Research. 2. Rhetoric--Study and teaching (Higher)--Research. 3. Academic writing--Study and teaching (Higher)--Research. 4. Report writing--Study and teaching (Higher)--Research. 5. Second language acquisition--Research. I. McIntosh, Kyle, 1972- editor. II. Pelaez-Morales, Carolina, 1982- editor. III. Silva, Tony J. editor.
P53.27.G73 2015
418.0071--dc23
2015034197
1 2 3 4 5
Second Language Writing
Series Editor: Paul Kei Matsuda
Cover design by Paul Kei Matsuda and David Blakesley
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper, cloth and eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina, 29621, or email editor@parlorpress.com.

Contents
Acknowledgments
1 Introduction
Kyle McIntosh, Carolina Pelaez-Morales, and Tony Silva
2 Second Language Writing Dissertations at Doctoral Level Universities: The Case of Indiana University of Pennsylvania
Dan J. Tannacito
3 On My Initiation into the Field of Second Language Writing
Karen A. Power
4 Doctoring Yourself: Seven Steps
Alister Cumming
5 Doctoring Myself: Observation, Interaction, and Action
Luxin Yang
6 The Will to Build: Mentoring Doctoral Students in Second Language Writing
Paul Kei Matsuda
7 Choices in Identity Building as an L2 Writing Specialist: Investment and Perseverance
Tanita Saenkhum
8 From Doctoral Education to the Tenure Track: Lessons and Observations from the Journey
Christina Ortmeier-Hooper
9 The PhD Process as Activity
Wei Zhu
10 The PhD Process as Growing in a Community
Iona Sarieva
11 Knowledge Consumer to Knowledge Producer: Preliminary Exams and the Prospectus (A Dialogue)
Tony Cimasko and Tony Silva
Contributors
About the Editors
Index to the Print Edition

Acknowledgments
We would like to acknowledge the guidance and support of Paul Kei Matsuda, editor of the Second Language Writing Series at Parlor Press, and David Blakesley, founder and publisher of Parlor Press, in producing this collection. We are also immensely grateful to the authors of the chapters included within for their contributions and cooperation throughout the publication process, as well as the anonymous reviewer whose insightful feedback benefitted us all. Last but not least, we would like to thank our spouses, Carol Chun Zheng, Robert O’Melveny, and Margie Berns, for their continued love and encouragement.

1 Introduction
Kyle McIntosh, Carolina Pelaez-Morales, and Tony Silva
R esearch into second language (L2) writing has increased significantly in recent years (see Leki, Cumming & Silva, 2008). This growth has been reflected in the number of students enrolling in academic programs that place an emphasis on L2 writing and in the number of dissertations submitted that address L2 writing-related topics and issues. This collection advances scholarship on graduate study and professionalization in the field of second language studies (e.g., Casanave & Li, 2008; Kubota & Sun, 2012) by addressing the ways in which an array of processes and personal interactions shape the experiences of those who are entering the field, as well as those who provide them with guidance and support, focusing specifically on the experiences of scholars in second language writing contexts.
To bring greater attention to graduate study in L2 writing, the organizers of the 2012 Symposium on Second Language Writing paired up several noted scholars with their former mentees, now established scholars in their own right, to discuss the professional development process in the context of their mentor-mentee relationships. This collection takes select insights gained from that conversation and makes them available to a wider audience, including current graduate students in L2 writing and those looking to enter the field, as well as faculty advisors and university administrators involved in such programs.
The chapters included in this collection explore intersections between the personal, professional, and institutional demands of graduate study in L2 writing, highlighting the constant negotiation that occurs at different stages in one’s academic career. In doing so, they often evoke, explicitly and implicitly, the concepts of discourse community (Bazerman, 1979; Swales, 1990) and community of practice (Lave & Wenger, 1991). Although these two concepts overlap somewhat with respect to the ways in which newcomers gain membership in communities formed around common goals by learning their approved modes of speech and behavior, there are key differences: a discourse community revolves around the production of knowledge and information via relatively conventionalized communicative events (i.e., genres), while a community of practice focuses on the social interactions in which people are engaged, the different ways they negotiate meaning, the identities they form, and how those identities shape their actions as they move from the periphery toward the center of a given community.
Nevertheless, in academic fields like L2 writing, these concepts often enter into a complementary relationship so that, as graduate students learn to become members of a discourse community by reading published work and writing their own course papers and theses, they simultaneously enter a community of practice through their relationships with advisors, mentors, and other experts. The contributors to this collection graciously offer up their own experiences with graduate study in L2 writing and recommendations for navigating its sweeping landscape to help current and future students find their way to becoming part of the larger disciplinary community.
Overview
To capture the recriprocal nature of doctoral study in L2 writing, this book is divided into five exchanges between graduate advisors and their former students.
In the opening exchange, Dan Tannacito tracks an increase in the number of dissertations on L2 writing and presents this as evidence that the field is expanding and exercising its influence beyond a mere handful of schools. He then turns to his own involvement in the development of the graduate program in L2 writing at Indiana University of Pennsylvania (IUP). Based on his experiences as an advisor, Tannacito makes several suggestions for the continued expansion of the field. Specifically, he advocates strengthening the disciplinary identity of L2 writing by fostering greater cooperation between students and advisors, allowing for more flexibility and innovation within graduate programs, and promoting collaboration across disciplines. He also examines the power dynamics involved in the advisor/advisee relationship and warns against some of the pitfalls that may cause students to become trapped at the dissertation stage.
As Tannacito’s former student and a product of the L2 writing program at IUP, Karen Power traces her own “rite of passage” from novice learner to professional researcher. First, she conveys all the excitement and confusion that arose from her initiation into the L2 writing discourse community, the difficulties of comprehending ongoing debates in the field, and the challe