Goals for Academic Writing

ESL students and their instructors

Editor
| Ontario Institute for Studies in Education
HardboundAvailable
ISBN 9789027219695 | EUR 105.00 | USD 158.00
 
PaperbackAvailable
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
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.”
Cited by

Cited by 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. Crossref logo
Ben Maad, Mohamed Ridha
2012. Researching task difficulty from an individual differences perspective. Australian Review of Applied Linguistics 35:1  pp. 28 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Cumming, Alister
2013. Multiple Dimensions of Academic Language and Literacy Development. Language Learning 63  pp. 130 ff. Crossref logo
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. Crossref logo
Grabe, William
2017. Shaping an agenda through experience(s). Language Teaching 50:1  pp. 120 ff. Crossref logo
Hui, Kang & Shi Ziming
2013.  In Intelligence Computation and Evolutionary Computation [Advances in Intelligent Systems and Computing, 180],  pp. 791 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Manchón, Rosa M.
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. Crossref logo
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. Crossref logo
Rosmawati, R.
2014. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics 37:2  pp. 75 ff. Crossref logo
Ruan, Zhoulin
2014. Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness 23:1-2  pp. 76 ff. Crossref logo
SASAKI, MIYUKI
2007. Effects of Study-Abroad Experiences on EFL Writers: A Multiple-Data Analysis. The Modern Language Journal 91:4  pp. 602 ff. Crossref logo
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. Crossref logo
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. Crossref logo

This list is based on CrossRef data as of 01 june 2020. 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
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2006047724