Goals for Academic Writing

ESL students and their instructors

Editor

Alister Cumming

| Ontario Institute for Studies in Education

Hardbound – Available

ISBN 9789027219695 | EUR 105.00 | USD 158.00

Paperback – Available

ISBN 9789027219718 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027293312 | EUR 105.00/36.00*
| USD 158.00/54.00*

This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.

[Language Learning & Language Teaching, 15] 2006. xii, 204 pp.

Publishing status: Available

https://doi.org/10.1075/lllt.15

Table of Contents

Foreword William Grabe	vii–xii
1. Introduction, purpose, and conceptual foundations Alister Cumming	1–17
Section I. The Main Study
2. Context and design of the research Alister Cumming	21–28
3. Students’ Goals for ESL and University Courses Ally Zhou, Michael Busch, Guillaume Gentil, Keanre Eouanzoui and Alister Cumming	29–49
4. A Study of contrasts: ESL and university instructors’ goals for writing improvement Jill Cummings, Usman Erdosy and Alister Cumming	50–69
Section II. Case Studies
5. Nine Chinese students writing in university courses Luxin Yang	73–89
6. Students’ and instructors’ assessments of the attainment of writing goals Khaled Barkaoui and Jia Fei	90–107
7. The language of intentions for writing improvement: A systemic functional linguistic analysis Michael Busch	108–124
8. Goals, motivations, and identities of three students writing in English Tae-Young Kim, Kyoko Baba and Alister Cumming	125–141
9. Variation in goals and activities for multilingual writing Guillaume Gentil	142–156
Section III. Implications
10. Implications for pedagogy, policy, and research Alister Cumming	159–173
References	174–188
Appendices	189–198
Subject Index	199–201
Contributors	203–204

“Cumming et al. have developed an important descriptive framework for the interpretation of writing goals in academic settings, and they offer a range of insights on goal setting for L2 writers as well as writing in university settings more generally.”

William Grabe, Northern Arizona University

Cited by

Cited by 22 other publications

Alvira, Roberto

2016. The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts. PROFILE Issues in Teachers' Professional Development 18:2 ► pp. 79 ff.

Barkaoui, Khaled, Ling Shi & Mehdi Riazi

2021. “Follow Your Interests Because Those Will Motivate You to Excel”: An Interview with Alister Cumming. Language Assessment Quarterly 18:1 ► pp. 56 ff.

Ben Maad, Mohamed Ridha

2012. Researching task difficulty from an individual differences perspective. Australian Review of Applied Linguistics 35:1 ► pp. 28 ff.

Ben Maad, Mohamed Ridha

2016. The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics 39:1 ► pp. 47 ff.

Ben Maad, Mohamed Ridha

2017. In Evaluation in Foreign Language Education in the Middle East and North Africa [Second Language Learning and Teaching, ], ► pp. 161 ff.

Carter, Carol & Richard Sallis

2016. Dialogues of diversity: examining the role of educational drama techniques in affirming diversity and supporting inclusive educational practices in primary schools. NJ 40:1 ► pp. 78 ff.

CUMMING, ALISTER

2009. What Needs to Be Developed to Facilitate Classroom‐Based Assessment?. TESOL Quarterly 43:3 ► pp. 515 ff.

Cumming, Alister

2013. Multiple Dimensions of Academic Language and Literacy Development. Language Learning 63 ► pp. 130 ff.

Cumming, Alister

2020. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 29 ff.

De Silva, Radhika

2015. Writing strategy instruction: Its impact on writing in a second language for academic purposes. Language Teaching Research 19:3 ► pp. 301 ff.

Grabe, William

2017. Shaping an agenda through experience(s). Language Teaching 50:1 ► pp. 120 ff.

Hui, Kang & Shi Ziming

2013. In Intelligence Computation and Evolutionary Computation [Advances in Intelligent Systems and Computing, 180], ► pp. 791 ff.

Kim, Tae-Young

2007. The Dynamics of Ethnic Name Maintenance and Change: Cases of Korean ESL Immigrants in Toronto. Journal of Multilingual and Multicultural Development 28:2 ► pp. 117 ff.

Li, Wentao & Fuhui Zhang

2021. Tracing the Path Toward Self-Regulated Revision: An Interplay of Instructor Feedback, Peer Feedback, and Revision Goals. Frontiers in Psychology 11

Luxin Yang

2010. Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university. Language Teaching Research 14:2 ► pp. 141 ff.

Manchón, Rosa M.

2014. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 27 ff.

Nosratinia, Mania & Kolsum Kounani

2016. Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance. Theory and Practice in Language Studies 6:6 ► pp. 1305 ff.

Rosmawati, R.

2014. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics 37:2 ► pp. 75 ff.

Ruan, Zhoulin

2014. Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness 23:1-2 ► pp. 76 ff.

SASAKI, MIYUKI

2007. Effects of Study-Abroad Experiences on EFL Writers: A Multiple-Data Analysis. The Modern Language Journal 91:4 ► pp. 602 ff.

Zhou, Ally A.

2009. What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness 18:1 ► pp. 31 ff.

Zhou, Ally A., Michael Busch & Alister Cumming

2014. Do adult ESL learners’ and their teachers’ goals for improving grammar in writing correspond?. Language Awareness 23:3 ► pp. 234 ff.

This list is based on CrossRef data as of 12 july 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects & Metadata