By Tony Silva, Ilona Leki, Alister Cumming
'I applaud the authors for this significant project, in addition to the care exercised in choosing and sequencing subject matters and subtopics. a big energy and salient function of this quantity is its variety: it's going to function a key reference software for researchers operating in L2 composition and in allied fields.' – John Hedgcock, Monterey Institute for foreign Studies
Synthesizing twenty-five years of the main major and influential findings of released learn on moment language writing in English, this quantity promotes knowing and offers entry to investigate advancements within the box. total, it distinguishes the most important contexts of English L2 studying in North the US, synthesizes the examine topics, concerns, and findings that span those contexts, and translates the methodological development and substantive findings of this physique of information. Of specific curiosity is the wide bibliography, which makes this quantity a necessary reference software for libraries and severe writing execs, either researchers and practitioners, either L1 and L2. This booklet is designed to permit researchers to get to grips with an important examine in this subject, to advertise knowing of pedagogical wishes of L2 writing scholars, and to introduce graduate scholars to L2 writing study findings.
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Extra resources for A Synthesis of Research on Second Language Writing in English
Fu (1995), for example, described the adolescent members of the same family all enrolled in the same school but with far-reaching differences among them in background education, predispositions, and 2 See, however, Villalva (2006). Perhaps, having documented many of the pressing problems associated with L2 high school literacy development, in the future researchers will be free to explore in more detail the characteristics of positive writing environments. It is notable that in this study of successful bilingual student writing the two focal students relied significantly on social networks to move their projects forward.
Mohan and Lo (1985) charged contrastive rhetoric explanations with confounding cultural with developmental and educational issues. Contrastive rhetoric was also criticized for its tendency to essentialize and reify cultures, rhetorics, and writers, freeze them in time, and implicitly create hierarchies (Kubota, 1997, 1999; Kubota & Lehner, 2004; Spack, 1997b; Susser, 1998), and most recently for its failure to adequately develop a theory of culture in which to ground contrastive studies (Atkinson, 2004).
In addition, and in accord with critical applied linguistics analyses of the colonizing spread of English worldwide, case studies of L2 writers also revealed a variety of agentive stances in relation to the acquisition of academic writing in English in South Africa 34 Contexts for L2 Writing (Angelil-Carter, 1997; Thesen, 1997) and India (Canagarajah, 2002a), as well as varying degrees of willingness to invest in English literacy and language (Norton, 2000; Russell & Yoo, 2001). For international students in BANA countries (Britain, Australia, North America), resistance to the hegemony of English academic writing has been discussed primarily in relation to graduate students (see below).
A Synthesis of Research on Second Language Writing in English by Tony Silva, Ilona Leki, Alister Cumming