1、Instructors guidance and studentsacademic English writingcompetence developmentLuxin YangNational Research Center for Foreign Language EducationBeijing Foreign Studies UOutline Background Course Design and Instruction forAcademic Reading Leki et al.,2008) L2 learners struggle a lot in the process of
2、learning to write The outcome of learning to write in L2 is notencouraging, such as EFL learners in China.Grabe Flower Hayes Hayes, 1996) What is writing?Writing is non-linear, exploratory,and generative process wherebywriters discover and reformulatetheir ideas as they attempt toapproximate meaning
3、. (Zamel,1983, p. 165)What is writing?L2 writers shift their attention between content (what do I want to say?) and rhetorical (how do I say it?) concerns as well as making efforts to resolve discrepancies between the two concerns (Cumming, 1990). Writing is not an end in and of itself but rather a
4、means of learning about content and/or culture. Reading and writing are reciprocal activities; the outcome of a reading activity can serve as input for writing, and writing can lead a student to further reading resources. (Grabe Swales, J. (1990), Chapter 7. Menard-Warwick, J. (2008). The Cultural a
5、nd Intercultural Identities of Transnational English Teachers: Two Case Studies from the Americas. TESOL Quarterly, 42 (4), 617-640.He, L. & Shi, L. (2012). Topical knowledge and ESL writing. Language Testing, 29(3), 443-464.Assignment 2: Analyze the introduction of Farrell, T. (2003). Learning to t
6、each English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19: 95111.Its important to share myexperience of learning to write inacademic English with students.Share my own writings Yang, L. (in press). Doctoring Myself: Observation, Interaction,
7、and Action. In Silva, T. et al. (eds.), Graduate Studies in Second Language Writing, Parlor Press. Shi, L. & Yang, L. (2014). A community of practice of teaching English writing in a Chinese university. System,42, 133142. Yang, L. (2014). Examining the mediational means in collaborative writing: Cas
8、e studies of undergraduate ESL students in business courses. Journal of Second Language Writing, 23, 74-89.Share my own writings Yang, L. (2002). Learning to write in a second language : Case studies of Chinese-background university ESL students. (doctoral proposal) Yang, L. (2001). Exploring summar
9、y writing by introspection. M.A. thesis, The University of British Columbia Yang, L., & Shi, L. (2003). Exploring six MBA students summary writing by introspection. Journal of English for Academic Purposes, 2 (3), 165 192.Its also important to providemodels for assignments.Modeling Guide students to
10、 understand thewriting of assigned readings in class Give students writing samples foreach assignmentA typical research paper or thesisIntroduction GeneralSpecificMethods Results or Findings Discussion Specific General Literature Review the create-a-research-space (or CARS) model (Swales, 1990)Moves
11、 in research paper introductionsMove 1 Establishing a research territoryMove 2 Establishing a nicheMove 3 Occupying the nicheStudents learning outcomes Writing Understand the structure of academic papers Appreciate the linguistic characteristics Imitate academic writing in reflective journals,analysis, and literature review paper Group work Learn to collaborate with peers effectivley
