Teaching ESL composition: purpose, process, and practice

446 Pages·2005·31.16 MB·English

by  Dana Ferris

TEACHING ESL COMPOSITION
PURPOSE, PROCESS, AND PRACTICE
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TEACHING ESL COMPOSITION
PURPOSE, PROCESS, AND PRACTICE
Second Edition
Dana R. Ferris
California State University, Sacramento
John S. Hedgcock
Monterey Institute of International Studies
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
2005 Mahwah, New Jersey London
This book was typeset in 10/12 pt. Palatino Bold, Italic
The heads were typeset in Twentieth Century.
Copyright © 2005 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in
any form, by photostat, microform, retrieval system, or any
other means, without prior written permission of the publisher.
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 07430
www.erlbaum.com
Cover design by Kathryn Houghtaling Lacey
Library of Congress Cataloging-in-Publication Data
Ferris, Dana.
Teaching ESL composition : purpose, process, and practice /
Dana Ferris, John S. Hedgcock.—2nd ed.
p. cm.
Includes bibliographical references (p. ) and index.
ISBN 0-8058-4467-8 (pbk.: alk. paper)
1. English language—Study and teaching—Foreign speakers.
2. English language—Composition and exercises—Study and teaching.
I. Hedgcock, John. II. Title.
PE1128.A2F47 2004
808'. 0428—dc22 2004041156
Books published by Lawrence Erlbaum Associates are printed on
acid-free paper, and their bindings are chosen for strength and durability.
Printed in the United States of America
10 9 8 7 6 5 4 3 21
Contents
Preface ix
1 Theoretical and Practical Issues in ESL Writing 1
The Value of Theoretical Knowledge
Theory and Research in ESL Composition
Instruction
The Uniqueness of ESL Writers: Classroom
Implications
Summary
Reflection and Review
2 ESL Writing and L2 Literacy Development 30
Perspectives on L2 Literacy Development and the
Sources of Literate Knowledge
Models of Literacy and the Teaching of ESL Writing
Tracing L1 and L2 Literacy Connections: Reading
Skills and Writing Proficiency
Roles for Extensive and Voluntary Reading in ESL
Composition
Reading and Writing in Socioliterate Communities:
Genre-Oriented Approaches to Literacy
Development
Summary
Reflection and Review
3 Syllabus Design and Lesson Planning in ESL
Composition Instruction 72
Syllabus Development: Principles and Procedures
Needs Assessment: A Tool for Syllabus Design
Setting and Meeting Goals for Learning and Teaching
From Goals to Objectives: The Syllabus as a
Framework for Instruction
Syllabus Development: Nuts and Bolts
v
vi CONTENTS
The Course Schedule: Prioritizing, Sequencing, and
Planning for Writing
Lesson Planning: Practices and Procedures
Summary
Reflection and Review
Appendix 3A: Sample Syllabus and Course Outline
Appendix 3B: Sample Lesson Plan
4 Text Selection, Materials Development, and Task
Construction in ESL Composition 124
Surveying and Selecting ESL Composition Materials
Supplementing Course Texts With Original Materials
and Tasks
Summary
Resource List
Reflection and Review
Appendix 4: Sample Summary, Paraphrase, and
Quotation Exercise for an Advanced EAP Writing
Course
5 Teacher Response to Student Writing: Issues in
Oral and Written Feedback 184
Perspectives on Teacher Response
Research on Teacher Feedback
Principles for Providing Written Feedback
Guidelines for Written Teacher Commentary
Teacher-Student Writing Conferences
Summary
Reflection and Review
Appendix 5A: Course Rubric and Essay Checklist
Appendix 5B: Sample Student Paper
Appendix 5C: Sample Student Essays and Teacher
Commentary
6 Building a Community of Writers: Principles of
Peer Response 223
Peer Response: Kudos and Criticisms
Research on Peer Response
Principles of Effective Peer Response Activities
Summary
Reflection and Review
Appendix 6A: Sample Peer Response Tasks
Appendix 6B: Materials for Designing a Peer
Response Form
CONTENTS vii
7 Improving Accuracy in Student Writing: Error
Treatment in the Composition Class 260
A Brief History of Error Correction and Grammar
Teaching in the Writing Class
Error Correction: Questions, Issues, and Options
Grammar Instruction: Research and Suggestions
Strategy Training for Self-Editing
Conclusion: Putting It All Together
Summary
Reflection and Review
Appendix 7: Sample Student Essays
8 Classroom Approaches to ESL Writing Assessment 299
Prospects and Pitfalls in L2 Writing Assessment:
Measurement Tools and Participant Roles
Principles of Task Reliability and Validity
Approaches to Scoring in ESL Writing
Portfolio Assessment
Practical Concerns in Assessing Student Performance
Summary
Reflection and Review
9 Technology in the Writing Class: Uses and Abuses 344
The Brief, Tumultuous History of Computer-Assisted
Writing Research and Instruction
Research Trends in Computer-Assisted Writing
Instruction
Pedagogical Issues in Computer-Assisted Writing
Instruction
Summary
Reflection and Review
Appendix 9: Sample Student Paper With Spelling and
Grammar Analysis
References 377
Author Index 415
Subject Index 425
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Preface
In keeping with the spirit of the first edition, this second edition
of Teaching ESL Composition: Purpose, Process, and Practice aims to
present pedagogical approaches to the teaching of ESL compo-
sition in the framework of current theoretical perspectives on
second language (L2) writing processes, practices, and writers. It
should therefore appeal to at least four different audiences:
1. Teacher-educators and graduate students in TESOL prepa-
ration programs
2. In-service ESL and EFL instructors currently engaged in
teaching writing and related literacy skills
3. Mainstream composition teachers who wish to learn more
about meeting the diverse needs of ESL writers
4. Researchers involved in describing L2 writing and investi-
gating ESL composition pedagogy.
The text addresses the needs of the first three groups by providing
overviews of research related to ESL writing, as well as numer-
ous opportunities to reflect on, develop, and practice the teaching
skills needed for effective ESL composition instruction. We hope
that researchers in the field will also appreciate the current syn-
theses and analyses of the literature on various topics in ESL
literacy and composition. Preview and postreading review ques-
tions in each chapter are intended to stimulate readers' thinking
about the material presented. Application Activities at the end
of each chapter are designed to serve as "hands-on" practice for
pre- and in-service teachers and as resources for teacher educa-
tors. The Application Activities also provide a range of ideas for
evaluating primary research on key issues raised in the chapters.
Because of the book's dual emphasis on theory and practice in
ESL composition, it is appropriate as a primary or supplementary
text for courses focusing on L2 writing theory as well as practicum
courses that emphasize or include literacy instruction.
IX