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Writing Games
This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education. Embedded in a theoretical framework of situated practice, the naturalistic case studies and literacy autobiographies include portrayals of undergraduate students and teachers, master's level students, doctoral students, young bilingual faculty, and established scholars, all of whom are struggling to understand their roles in ambiguously defined communities of academic writers. In addition to the notion of situated practice, ...
During the Dissertation
"A textual mentor like During the Dissertation can fill a void in writers’ lives at a time of solitude, uncertainty, and anxiety. Keep it under your pillow.” This volume is a sequel to Casanave’s popular Before the Dissertation. Like that volume, this book is designed as a companion for doctoral dissertation writers of qualitative or mixed methods work in fields related to language education. It could also benefit those writing master’s theses and those writing in other social science fields. It is meant to be consulted once the writing has begun—once students have settled on a topic, designed the project, or collected the data—because this is the time when they are analyzing, dr...
Learning the Literacy Practices of Graduate School
Attending graduate school presents a wide variety of challenges to both American and international students at U.S. universities. Learning the Literacy Practices of Graduate School explores many of those challenges in depth, addressing the textual features and conventions that characterize and underlie the advanced literacy practices at graduate school and examining the unwritten rules and expectations of participation and interpersonal relationships between advisors and advisees and among peers. It also delves into the impact of enculturation and interaction on student and faculty identity. Many disciplines are covered, including those related to second and foreign language learners. This volume brings to light the textual, social, and political dimensions of graduate study that tend not to be spoken or written about elsewhere. Learning the Literacy Practices of Graduate School is an inspirational resource book for graduate students and those serving as mentors for graduate students. It is indispensable for faculty members and advisors who are teaching classes that introduce students to graduate study.
Before the Dissertation
“This very readable book is what every graduate student needs as they start their program. I wish my own MA and PhD students, during my 40 years of supervising, could have been demystified by having Casanave's ‘textual mentor' as a companion." --Merrill Swain, Professor Emerita, OISE, University of Toronto “Before the Dissertation is an insightful, relevant, and accessible resource for doctoral students at any stage. Full of reflections and advice not found in other books, it serves as an indispensable guide for students and their supervisors. And the dispelling of myths is a superb idea!” --Robert Kohls, PhD candidate, University of Toronto Unlike other books on doctoral dissertatio...
Writing for Scholarly Publication
This collection of first-person essays by established authors provides a wealth of support and insights for new and experienced academic writers in language education and multicultural studies. Although writing for publication is becoming increasingly important as these fields become both more professional and more competitive, few scholars talk candidly about their experiences negotiating a piece of writing into print. These essays will help researchers, practitioners, and graduate students expand their understanding of what it means--professionally and personally--to write for publication. Carefully crafted, focused, and provocative, the chapters in this volume document authors' experience...
Controversies in Second Language Writing
Chapter 1.Beliefs and realities: a framework for decision making --chapter 2.Contrastive and intercultural rhetoric --chapter 3.Writing in a digital era --chapter 4.What and whose standards for L2 writing? --chapter 5.Paths to improvement --chapter 6.Writing from sources and the dilemma of plagiarism --chapter 7.Assessment --chapter 8.Miscellaneous controversies: critical thinking, individualism, and voice.
Principles and Practices for Teaching English as an International Language
This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside of inner circle English-speaking countries.
Novice Writers and Scholarly Publication
This book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication. Organized into four sections, it brings together international experts and junior scholars from a variety of disciplines to examine both publishing experiences and current research in the field. In doing so, it challenges the view that Native English speakers have a relatively easy ride in this process and that it is only English as an Additional Language (EAL) scholars who experience difficulties. The volume highlights central themes of writing for publication, including mentoring and collaborative writing, the writing experience, text mediation, the review process, journal practices and editorial decision-making, and makes a strong case for taking a more inclusive approach to research in this domain. This edited collection will appeal to students and scholars of applied linguistics, English for academic purposes, academic writing, and second language writing.
Treatment of Error in Second Language Student Writing, Second Edition
Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing? The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called ...
Teaching L2 Composition
This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading–writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing feature of the text is the array of hands-on, practical examples, materials, and tasks that pre- and in-service...
