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In the tradition of work by Shaughnessy (1977) and Bartholomae (1980) applying concepts from second language acquisition research to developing writing, we explore the commonalities of L1 and L2 writers on the specific level of linguistic choices needed to order information within and across sentence boundaries. We propose that many of the kinds of constructions in L1 and L2 writing most difficult to categorize, labeled as errors, are in structures that are, from the writers' perspective, principled attempts to meet their obligation of managing information. We examine 90 essays written by college students, 60 by native speakers, and 30 by nonnative speakers, and identify 360 non-target-like structures that are attempts to manage information. There are similarities in number and type of these constructions used by L1 and L2 developing writers.[T]he situation of L2 writers brings to the fore many issues that are intrinsic to all student writers but that become acutely visible under situations of cultural and linguistic diversity. For this reason, studies of L2 writing have much

Traditionally, ESL programs in the United States have not distinguished between students coining from countries where.English has been institutionalized, such as Nigeria, and those from countries where it has not been, such as Japan. However, the legitimacy of these institutionalized or nativized varieties has become more and more accepted. In spite of this acceptance, scant attention has been focused on how ESL programs might adapt to the growing consensus. This paper outlines an application of theoretical understandings of nativized varieties to the very practical concerns of ESL programs; namely, testing, placement and pedagogy. First, through analysis of placement essays written by Nigerian and Sri Lankan students at an American university, we demonstrate that the non-recognition of the legitimacy of nativized varieties can have the very real effect of lowering a student's placement. We then suggest a two-tiered evaluation which discriminates between those students competent in English but significantly unfamiliar with the American variety and those whose competence in English is deficient. Finally, we advance a pedagogical approach and techniques which we believe appropriate for speakers who are competent in a non-native variety, but are unfamiliar with the American idiom and culture.

The Journal of Basic Writing publishes articles of theory, research, and teaching practices related to basic writing. Articles are refereed by members of the Editorial Board (see overleaf) and the Editors.

We argue that a cognitive perspective provides an understanding of the principles underlying the communication of L2 learners. Specifically we propose that learners’ knowledge of organizational competence, the ordering of information in sentences to construct texts, is principled and underlain by language and communicative universals. We assume that knowledge of language is modular; there are two basic principles that all learners have access to. There is a universal pragmatic principle based on Relevance Theory and universal principles of ordering based on the Basic Variety. We show how these assumptions provide insight into the non-target-like structures in texts composed by low-level L2 learners