Department of Second Language Studies SLS 614

University of Hawaii at Mnoa Lourdes Ortega

SLS 614: SECOND LANGUAGE WRITING

MW 11:00-12:15, MOORE HALL 112

Instructor: Lourdes Ortega
Contact information: Moore Hall 585, lortega@hawaii.edu
Office hours: Wednesday Wednesday 3:00-4:50 or by appointment
(please use sign-up sheet on my office door or e-mail to schedule appointment first)

Copyright 2011 by Lourdes Ortega

Note: The course syllabus provides a general plan for the course; modifications are
likely to be necessary and will be implemented as a result of students needs and
classroom life.

Course description

In this course we will consider both pedagogical and research issues in the teaching of L2
writing across a number of educational and non-school contexts. The topics will include:

Methods and philosophies for the teaching of writing

Writing in curricular perspective
Assessment of L2 writing
Theoretical approaches to traditions in the study of second language writing and
traditions in other related fields, such as literacy and biliteracy development,
writing and composition in the first language, and basic writing

Our exploration of topics will reflect three distinct conceptualizations of L2 writing:

Writing to learn to be a writer (typical of EAP and genre-based writing

approaches, freshman L1 composition pedagogies, and creative and technical
writing approaches)
Writing to learn content (typical of Writing Across the Curriculum initiatives and
of task-based and content-based approaches)
Writing to learn language (typical of foreign language contexts)

We will also attempt to make connections between first language writing and L2 writing,
literacy and L2 writing, and foreign language teaching and L2 writing.

1
Department of Second Language Studies SLS 614
University of Hawaii at Mnoa Lourdes Ortega

Learning objectives

By the end of the semester, what would you like to have achieved, among these various
goals?

Teaching writing:

To develop your ability to design meaningful writing activities

To sharpen your ability to diagnose writing needs and to document writing
progress/development
To develop skills for how to respond to writing (on content, grammar, genre,
rhetoric, and so on)
To become familiar with methods for teaching and assessing writing
To articulate your teaching philosophy (as a writing teacher or your philosophy of
roles that writing instruction can have in the general language classroom)
To develop a personally relevant understanding of how different kinds of contexts
demand different kinds of writing teaching approaches (e.g., freshman
composition courses for ESL students; academic writing courses in intensive
English programs; writing as part of general EFL education in foreign language
contexts; writing as part of non-English foreign language education)

Researching writing:

To develop an expert understanding of theories of writing

To develop a personally relevant understanding of second language writing
scholarship
To become familiar with investigative methods and main findings in the field of
L2 writing
To develop your ability to read L2 writing research reports meaningfully
To sharpen your ability to design innovative research on L2 writing

Developing as a writer:

To articulate your writer philosophy

To increase your awareness of your strengths and weaknesses as a writer
To increase your fluency when writing
To boost your confidence when writing
To expand your resourcefulness and strategies when writing
To experience different kinds of peer and teacher response
To develop your capacity to respond to other peoples writing
To develop your awareness of relevant voices, audiences, and genres that may be
useful for you, whether currently in graduate school and/or in your future career
upon graduation

2
Department of Second Language Studies SLS 614
University of Hawaii at Mnoa Lourdes Ortega

Methods of instruction

The course will be designed to encourage the use of writing to learn about L2 writing.

During the first half of the semester, weeks 1 through 7, we will explore a selected theme
each week through the reading of scholarly articles and you will be asked to engage in
reading, writing, and responding to peers in class every week. During the second half of
the semester, weeks 8 through 15, we will read and discuss our textbook together and you
will be expected to develop an additional workshop or activity, based on a theme in the
book, and share it with the rest of the class.

Instructional materials

Our textbook this semester [available in the UH Bookstore]:

Paltridge, B., Harbon, L., Hirsh, D., Shen, H., Stevenson, M., Phakiti, A., et al.
(2009). Teaching academic writing: An introduction for teachers of second
language writers. Ann Arbor, MI: University of Michigan Press.

Our set of reading articles (they are in Laulima):

1. Atkinson, D., & Ramanthan, V. (1995). Cultures of writing: An ethnographic comparison

of L1 and L2 university writing/language programs. TESOL Quarterly, 29, 539-568.
2. Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages:
Learning from multilingual writers. College English, 68, 589-604.
3. Coxhead, A. (2011). The Academic Word List 10 years on: Research and teaching
implications. TESOL Quarterly, 45, 355-362.
4. Ferris, D., Brown, J., Liu, H. S., & Stine, M. E. A. (2011). Responding to L2 students in
college writing classes: Teacher perspectives. TESOL Quarterly, 45, 207-234.
5. Flowerdew, L. (2005). Integrating traditional and critical approaches to syllabus design:
the what, the how and the why? Journal of English for Academic Purposes, 4, 135
147.
6. Hu, G., & Lei, J. (forthcoming). Investigating Chinese university students knowledge of
and attitudes toward plagiarism from an integrated perspective. Language Learning,
62(3). doi: 10.1111/j.1467-9922.2011.00650.x
7. Huang, L.-S. (2010). Seeing eye to eye? The academic writing needs of graduate and
undergraduate students from students and instructors perspectives. Language Teaching
Research, 14, 517-539.
8. Hyland, K., and Hyland, F. (2006). Interpersonal aspects of response: Constructing and
interpreting teacher written feedback. In K. Hyland and F. Hyland (Eds), Feedback in
second language writing: contexts and issues (pp. 20624). Cambridge, UK: Cambridge
University Press.
9. Kubota, R. (2003). Unfinished knowledge: The story of Barbara. College ESL, 10(1&2),
11-21.
10. Leki, I. (2003). Living through college literacy: Nursing in a second language. Written
Communication, 20, 81-98.
11. Manchn, R. M. (forthcoming). Teaching writing. In C. Chapelle (Ed.), Encyclopedia of
applied linguistics. Malden, MA: Wiley-Blackwell.

3
Department of Second Language Studies SLS 614
University of Hawaii at Mnoa Lourdes Ortega

12. Ortega, L. (2009). Studying writing across EFL contexts: Looking back and moving
forward. In R. M. Manchn (Ed.), Writing in foreign language contexts: Learning,
teaching, and research (pp. 232-255). Clevedon, UK: Multilingual Matters.
13. Sasaki, M. (2001). An introspective account of L2 writing acquisition. In D. Belcher &
U. Connor (Eds.), Reflections on multiliterate lives (pp. 110-120). Clevedon, UK:
Multilingual Matters.
14. Sasaki, M. (2003). A scholar on the periphery: Standing firm, walking slowly. In C. P.
Casanave & S. Vandrick (Eds.), Writing for scholarly publication: Behind the scenes in
language education (pp. 211-221). Mahwah, NJ: Lawrence Erlbaum.
15. Sasaki, M. (2008). The 150-year history of English language assessment in Japanese
education. Language Testing, 25, 63-83.
16. Sasaki, M. (2009). Changes in English as a foreign language students' writing over 3.5
years: A sociocognitive account. In R. M. Manchn (Ed.), Writing in foreign language
contexts: Learning, teaching, and research (pp. 49-76). Clevedon, UK: Multilingual
Matters.
17. Sasaki, M. (2011). Effects of varying lengths of study-abroad experiences on Japanese
EFL students L2 writing ability and motivation: A longitudinal study. TESOL Quarterly,
45, 81-105.
18. Sasaki, M. (26 July 2011). How to live positively as an English teacher [in Japanese].
English Teachers' Magazine, July 2011.
19. Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language
Teaching Research, 12, 329-363.
20. Spack, R. (1997). The acquisition of academic literacy in a second language: A
longitudinal case study. Written Communication, 14, 3-62.
21. Tardy, C. M. (2010). Writing for the world: Wikipedia as an introduction to academic
writing. English Teaching FORUM, 48(1), 12-19, 27.
22. Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (forthcoming). Evidence on the
effectiveness of comprehensive error correction in second language writing. Language
Learning, 62(1).

Course requirements

These are the requirements in this course. If you fulfill them, you will earn an A or A+
grade:

0- Perfect attendance (and no tardies): You are expected to attend all class meetings.
Please discuss with me openly and in advance any problems with class preparation or
attendance that you may encounter during the semester and well try to find a solution.
I do reserve my right to lower a students grade if attendance is not satisfactory (I will
warn the student ahead of time so they can rectify the situation).

1- Weekly reading-writing-responding assignment on weeks 1 through 7 (1 written piece

per day, 1-2 pp. each): You will be expected to do all the readings before each class
meeting. In addition, you will be asked to write a reflection of 1 to 2 pages on one of
them each day, bring TWO COPIES to class, and engage in in-class peer writing
response.

2- Student-led activity of workshop related to a theme in our textbook during weeks 8

through 15: In pairs or groups, collaboratively, you will prepare a workshop or activity
on an L2 writing topic of your choice (e.g., designing successful peer response

4
Department of Second Language Studies SLS 614
University of Hawaii at Mnoa Lourdes Ortega

activities) but inspired/related to one of the chapters or themes in our textbook, and
you will deliver the workshop/facilitate the activity in class.

3- Short assignment, any time between weeks 8 and 15: You can choose one of five
options.

Option 1 Professional Volunteering: You will arrange for some volunteer hours
tutoring or in some other capacity after talking to Adam Pang, Director of the Mnoa
Writing Center at UH (http://www.english.hawaii.edu/writingcenter/about.php); then
report informally about your experience and what you learned from it in class (no
writing involved in this option, just making time available to get hands-on experience
in the field).

Option 2 Scholarly Paper research presentation: You will read a Scholarly

Paper carried out in our department on an L2 writing topic and present it to the class
(powerpoint required; 20-minute time limit). The SPs you can choose from are:

1. Taeyoung Kim Korean L2 Writers Previous Writing Experience: L1 Literacy Development in

School (spring 09). With honors, recipient of Henry Whitten Award.
2. Ann Johnstun Teacher and student perceptions of second language writing feedback: A survey
of six college ESL classes and their teachers (spring 09)
3. Choongil Yoon Transfer of rhetorical organization? A within-subject exploration of Korean
students argumentative essays in Korean and English (fall 08). With honors, recipient of Henry
Whitten Award.
4. Hye Yoon Cho A case study of bi-directional rhetorical transfer in the writing of Korean
learners of English (spring 10). With honors, recipient of Henry Whitten Award.
5. Mariko Yoshida From successful learner to artist: Self-positioning and L2 writing development
(fall 06)
6. Chia-chen (Pamela) Cheng There is no standard way to struggle or succeed: Taiwanese
students stories learning to write in English (fall 05)
7. Kelly McClanahan Working through plagiarism and patchwriting: Three L2 writers navigating
intertextual worlds (fall 05)

Option 3 Book review: You will identify a recent book on L2 writing scholarship,
write a review, and choose a journal to which you would like to submit it for
publication. In addition, you will present the book in class (20-minute time limit).
Warning: This option is quite a bit of work, involving reading, writing, and oral
preparation; but it can result eventually in a publication in an international journal.

Option 4 Journal comparison presentation: You will identify two refereed

journals that specialize in writing/literacy, investigate their profiles, and do a
presentation in class comparing both (powerpoint required; 20-minute time limit). This
activity can be best done collaboratively with other students. For an example of this
type of assignment, see http://ctl3799.blogspot.com/2007/08/journal-comparison-llt-
recall.html

Option 5 Introducing key scholars of L2 writing: You will do some web

research and put together a powerpoint the feature main scholars in L2 writing
(including some of the ones we have read work by, and others), and make the rest of

5
Department of Second Language Studies SLS 614
University of Hawaii at Mnoa Lourdes Ortega

the class become familiar with them and their work (20-minute time limit). This
activity can be best done collaboratively with other students.

Grading system

I assume students taking this elective are interested in learning about writing and teaching
writing, and that they will invest themselves fully in the course. Thus, I expect everyone
to get As. I will monitor for any signs of work that may deserve anything lower than an
A. If such a case should arise, I will give the student early warning so the situation can be
rectified in time to achieve the A grade.

I will not compare the quality of your performance to that of other students in the class
(i.e., I do not give grades by spreading student performances on a curve). Instead, by
reading and responding to your writing weekly during weeks 1 through 7, I will be able
to learn about you as a writer and a present or future writing teacher and/or researcher.
Based on this knowledge, I will assess your progress throughout the semester.

In all your work for this course, I will look for growth in professional skills related to
public presenting and articulating of ideas about L2 writing, and for evidence that you are
making original and genuine connections between what you read and your own
experiences and beliefs as a writer and a teacher/researcher of writing. I will be looking at
your semester-long progress regarding writing skills, ability to respond to other peers
writing, to reflect on your philosophy of teaching writing or your goals in doing research
on writing. I will also look for intellectual and personal engagement, and mature thinking
about second language writing.

Assignment & choices Percent of final grade Breakdown/comments

Reflections weeks 1 60% If you do all readings, you
through 7 get full credit. Most likely
A guaranteed, if the weekly
reflections have been
satisfactory.
Student-led activity or 25% If you do the assignment,
workshop you get at least a B. The B
through A+ quality of this
assignment will be
evaluated by me and your
peers, using criteria that we
will negotiate together early
in the semester.
Short assignment (1 option 15% I will give you a letter grade
out of 5) on this assignment.

6
Department of Second Language Studies SLS 614
University of Hawaii at Mnoa Lourdes Ortega

SLS 614: Second Language Writing (tentative schedule)

Topics Readings and assignments

Week 1 What do you believe M: Activity led by Lourdes: Good writing? (source: Kutz, Groden, & Zamel,
August 22 about writing? What does 1993)
& 24 the research have to offer W: Ortega (2009)
to you?

Week 2 Needs Analysis & M: Huang (2010) & L. Flowerdew (2005)

August 29 curriculum W: Atkinson & Ramanathan (1995)
& 31

Week 3 L2 writers perspectives W: Leki (2003) & Spack (1997)

[September 5, Labor Day]
September 7

Week 4 Approaches to teaching M: Guest Visitor Adam Pang, Director of the Mnoa Writing Center at UH
September 12 L2 writing (http://www.english.hawaii.edu/writingcenter/about.php)
& 14 W: Manchn (forthcoming), Tardy (2010)

Week 5 Vocabulary & Teacher M: Paltridge et al. (2009) Ch 5, Schmitt (2008), Coxhead (2011)
September 19 correction and response I W: Activity led by Lourdes: What is Music? (source: McClanahan, Wolfe-
& 21 Quintero)

Week 6 Teacher correction and M: Van Beuningen et al. (forthcoming)

September 26 response II W: Ferris et al. (2011), Hyland & Hyland (2006)
& 28

Week 7 Influences from L1, M: Activity led by Lourdes: Bidirectional transfer (source: Rinnert &
October 3 culture, rhetoric Kobayashi, AILA 2008)
&5 W: Kubota (2003), Canagarajah (2006), Hu & Lei (forthcoming)

Week 8 Paltridge et al. (2009) Ch M: Overall discussion

October 10 1 W: Activity led by Lourdes: Teaching the book review as a genre
& 12

Week 9 Paltridge et al. (2009) Ch M: Lourdes returning from SLRF 2011 in Iowa
[October 17] 3: Needs analysis W: Overall discussion
& October 19

Week 10 EFL Writing Perspectives, M: Sasaki (2001), (2003), or (2011, written in Japanese)
October 24 with Guest visitor Miyuki W: Sasaki (2008), (2009), or (2011)
& 26 Sasaki

Week 11 Paltridge et al. (2009) Ch M: Student-led activity or workshop 1

October 31 2 W: Overall discussion
November 2

Week 12 Paltridge et al. (2009) Ch M: Student-led activity or workshop 2

November 7 4: Approaches to teaching W: Overall discussion
&9 writing

Week Paltridge et al. (2009) Ch M: Student-led activity or workshop 3

November 14 6: Culture & writing W: Overall discussion
& 16

Week 14 Paltridge et al. (2009) Ch M: Lourdes returning from TBLT 2011 in Auckland
[November 21] 7: Feedback W: Student-led activity or workshop 4
& November 23

Week 15 Paltridge et al. (2009) Ch M: Student-led activity or workshop 5

November 28 8: Assessment W: Overall discussion
& 30

Week 16
December 5 & 7 Course wrap up Philosophy for Teaching / Researching L2 Writing