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Description

Editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.

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English

Language

Lettres et linguistique

Foreign Language study

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Publié par	Parlor Press, LLC
Date de parution	14 mai 2014
Nombre de lectures	0
EAN13	9781602355064
Langue	English
Poids de l'ouvrage	1 Mo

Informations légales : prix de location à la page 0,1000€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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WAC and Second Language Writers: Research towards Linguistically and Culturally Inclusive Programs and Practices
Edited by Terry Myers Zawacki and Michelle Cox
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina

Perspectives on Writing
Series Editor, Susan H. McLeod
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

International Exchanges on the Study of Writing
Series Editors: Terry Myers Zawacki, Magnus Gustafsson, and Joan Mullin
The International Exchanges on the Study of Writing Series publishes book-length manuscripts that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The series aims to examine writing activities in 21st-century contexts, particularly how they are informed by globalization, national identity, social networking, and increased cross-cultural communication and awareness. As such, the series strives to investigate how both the local and the international inform writing research and the facilitation of writing development.

Publication Information
The WAC Clearinghouse, Fort Collins, Colorado 80523
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2014 by Terry Myers Zawacki and Michelle Cox. This work is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
ISBN 978-1-64215-055-1 (pdf) | 978-1-64215-056-8 (epub) | 978-1-60235-503-3 (pbk.)
DOI 10.37514/PER-B.2014.0551
Produced in the United States of America
Library of Congress Cataloging-in-Publication Data
WAC and Second language writers : research towards linguistically and culturally inclusive programs and practices / Edited by Terry Myers Zawacki and Michelle Cox.
pages cm. -- (Perspectives on writing)
Includes bibliographical references.
ISBN 978-1-60235-503-3 (pbk. : alk. paper) -- ISBN 978-1-60235-504-0 (hardcover : alk. paper) -- ISBN 978-1-64215-055-1 (pdf) -- ISBN 978-1-64215-056-8 (epub)
1. English language--Rhetoric--Study and teaching--Foreign speakers. 2. Report writing--Study and teaching (Higher) 3. Second language acquisition--Study and teaching (Higher) 4. Interdisciplinary approach in education. 5. Writing centers--Administration. I. Zawacki, Terry Myers, editor of compilation. II. Cox, Michelle, 1971- editor of compilation.
PE1128.A2W123 2014
418.0071--dc23
2014015318
Copyeditor: Don Donahue
Designer: Mike Palmquist
Perspectives on Writing Series Editor: Susan H. McLeod
International Exchanges Series Editors: Terry Myers Zawacki, Magnus Gustafsson, and Joan Mullin
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at wac.colostate.edu
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paperback, cloth, and Adobe eBook formats from Parlor Press at www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or e-mail editor@parlorpress.com .

Contents
A Note to Readers
Michelle Cox
Terry Myers Zawacki
Foreword: Multilinguality Across the Curriculum
Jonathan Hall
Introduction
Michelle Cox
Terry Myers Zawacki
Section I. Learning from/with L2 Students: Student Strengths, Coping Strategies, and Experiences as They Write Across the Curriculum
Chapter 1. Adaptive Transfer, Writing Across the Curriculum, and Second Language Writing: Implications for Research and Teaching
Michael-John DePalma
Jeffrey M. Ringer
Chapter 2. Developing Resources for Success: A Case Study of a Multilingual Graduate Writer
Talinn Phillips
Chapter 3. “Hey, Did You Get That?”: L2 Student Reading Across the Curriculum
Carole Center and Michelle Niestepski
Chapter 4. Bridging the Gap between ESL Composition Programs and Disciplinary Writing: The Teaching and Learning of Summarization Skill
Qian Du
Chapter 5. On Class, Race, and Dynamics of Privilege: Supporting Generation 1.5 Writers Across the Curriculum
Kathryn Nielsen
Chapter 6. Writing Intensively: An Examination of the Performance of L2 Writers Across the Curriculum at an Urban Community College
Linda Hirsch
Section II. Faculty Concerns and Expectations for L2 Writers
Chapter 7. Negotiating “Errors” in L2 Writing: Faculty Dispositions and Language Difference
Terry Myers Zawacki and Anna Sophia Habib
Chapter 8. “I don’t know if that was the right thing to do”: Cross-Disciplinary/Cross-Institutional Faculty Respondto L2 Writing
Lindsey Ives
Elizabeth Leahy
Anni Leming
Tom Pierce
Michael Schwartz
Chapter 9. Let’s See Where Your Chinese Students Come From: A Qualitative Descriptive Study of Writing in the Disciplines in China
Wu Dan
Chapter 10. English is Not a Spectator Sport: Privileged Second Language Learners and the For-Profit ESOL Classroom
Marino Fernandes
Chapter 11. Making Stance Explicit for Second Language Writers in the Disciplines: What Faculty Need to Know about the Language of Stance-taking
Zak Lancaster
Chapter 12. In Response to Today’s “Felt Need”: WAC, Faculty Development, and Second Language Writers
Michelle Cox
Section III. WAC Practices and Pedagogies Transformed
Chapter 13. Developing Writing-Intensive Courses for a Globalized Curriculum through WAC-TESOL Collaborations
Megan Siczek
Shawna Shapiro
Chapter 14. Graduate Writing Workshops: Crossing Languages and Disciplines
Elaine Fredericksen and Kate Mangelsdorf
Chapter 15. Teaching Writing in a Globally Networked Learning Environment (GNLE): Diverse Students at a Distance
Jennifer Lynn Craig
Chapter 16. Campus Internationalization: A Center-based Model for ESL-ready Programs
Karyn E. Mallett and Ghania Zgheib
Chapter 17 Reconstructing Teacher Roles through a Transnational Lens: Learning with/in the American University of Beirut
Amy Zenger
Joan Mullin
Carol Peterson Haviland
Chapter 18 Writing Histories: Lingua Franca English in a Swedish Graduate Program
Thomas Lavelle and Alan Shima
Afterword: Writing Globally, Right Here, Right Now
Chris Thaiss
Notes on Editors and Contributors

WAC and Second Language Writers: Research towards Linguistically and Culturally Inclusive Programs and Practices

A Note to Readers
Michelle Cox
Dartmouth College
Terry Myers Zawacki
George Mason University
We hope you find this collection as compelling and thought-provoking as we have during our process of reading, thinking with, and editing these chapters. Before you begin reading, we’d like to note two points.
First, you may notice that we’ve listed Terry’s name as first editor of the collection and Michelle’s name as first author of the introduction, and we want to explain this choice. Throughout this project and our previous project, editing a special issue of Across the Disciplines , “WAC and Second Language Writing: Cross-field Research, Theory, and Program Development” (2011, December), our collaboration has been rich, productive, and even joyful. We have discovered that we make wonderful partners, matched in our work ethics and complementary in our strengths. In order to equally share credit for our collaborative work on both publications, in the ATD issue, we listed Michelle as first editor of the collection and Terry as first author of the introduction. With this project, we did the reverse.
Second, terminology related to the students highlighted in this collection is a complicated matter. In our introduction, we’ve chosen to use the designator “L2.” While we understand that this term is problematic, in that English may be the third, fourth, etc., language of the students we’re referring to, we have chosen to use this designation to connect the work in this collection to the wider scholarship of second language writing studies (for a further rationale for using this designation, see Matsuda, 2012). As editors, however, we did not ask our authors to use the term L2. Some used multilingual learner (MLL), some used non-native English speaker (NNES), and some used English language learner (ELL). Each term has its advantages and drawbacks, and each suggests disciplinary affiliations and/or implies a certain political stance. We invite our readers to