Interpersonal Stance in L1 and L2 Students' Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs

Lancaster, Zak

doi:10.37514/atd-j.2011.8.4.22

Cited by 23 publications

(12 citation statements)

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“…Recent research shows that stance-related challenges may be especially acute for English as a Second Language (L2) writers (Chang, 2010;Feak, 2008;Hyland & Milton, 1997;Lancaster, 2011;Schleppegrell, 2004;Tardy, 2009). When L2 writers' styles of stance-taking are not explicit enough, inconsistent in evaluative position, not measured enough, too measured, or otherwise subtly off the mark, the students can be judged as having vague "language" or "grammar" problems and thus directed to the campus writing center, where writing specialists who are likely untrained in the disciplinary context may or may not be able to help (Feak, 2008).…”

Section: Chapter 11 Making Stance Explicit For Second Language Writers In the Disciplines: What Faculty Need To Know About The Language Omentioning

confidence: 99%

Chapter 3. "Hey, Did You Get That?": L2 Student Reading Across the Curriculum

Center

Niestepski

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

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Section: Chapter 11 Making Stance Explicit For Second Language Writers In the Disciplines: What Faculty Need To Know About The Language Omentioning

confidence: 99%

Chapter 3. "Hey, Did You Get That?": L2 Student Reading Across the Curriculum

Center

Niestepski

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

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“…Recent research shows that stance-related challenges may be especially acute for English as a Second Language (L2) writers (Chang, 2010;Feak, 2008;Hyland & Milton, 1997;Lancaster, 2011;Schleppegrell, 2004;. When L2 writers' styles of stance-taking are not explicit enough, inconsistent in evaluative position, not measured enough, too measured, or otherwise subtly off the mark, the students can be judged as having vague "language" or "grammar" problems and thus directed to the campus writing center, where writing specialists who are likely untrained in the disciplinary context may or may not be able to help (Feak, 2008).…”

Section: Drawing On Analysis Of Student Writing In Two Disciplinary Contexts (Political Theory and Economics) As Well As Interviews With mentioning

confidence: 99%

“…When L2 writers' styles of stance-taking are not explicit enough, inconsistent in evaluative position, not measured enough, too measured, or otherwise subtly off the mark, the students can be judged as having vague "language" or "grammar" problems and thus directed to the campus writing center, where writing specialists who are likely untrained in the disciplinary context may or may not be able to help (Feak, 2008). Students can also be judged in a very different way as having problems comprehending the subject matter (Lancaster, 2011). Specifically, faculty may interpret what are actually problems in linguistic expression of stance as problems with thinking, understanding, or even effort.…”

Section: Drawing On Analysis Of Student Writing In Two Disciplinary Contexts (Political Theory and Economics) As Well As Interviews With mentioning

confidence: 99%

“…Class activities that can help achieve these aims include instructor-led discussions with students about what sorts of "critical" stances are valued in certain disciplinary genres; tasks that require students to rewrite excerpts from students' papers that they find problematic in terms of stance and reader-positioning; and tasks that require that students reflect explicitly on their own stance-taking strategies while writing, for example by inserting meta-reflective comments in the margins of their papers. See Lancaster (2011) for more detailed discussion of these activities.…”

Section: Arguments For An Explicit Stance-focused Metalanguagementioning

confidence: 99%

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Foreword: Multilinguality Across the Curriculum

Hall

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

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Johns, A. M. (2001). ESL students and WAC programs: Varied populations and diverse needs. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-acrossthe-curriculum programs (pp. 141-164). Urbana, IL: NCTE. Lancaster, Z. (2011). Interpersonal stance in L1 and L2 students' argumentative writing in economics. Across the Disciplines, 8(4). Retrieved from http:// wac.colostate.edu/atd/ell/lancaster.cfm Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 315-332). Cambridge, England: Cambridge University Press. Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81-101. Lindsey, P., & Crusan, D. (2011). How faculty attitudes and expectations toward student nationality affect writing assessment. Across the Disciplines, 8(4). Retrieved from http://wac.colostate.edu/atd/ell/lindsey-crusan.cfm Matsuda, P. K., & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. Academic.Writing, 1. Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablon-ski2000.htm LINGUISTICALLY AND CULTURALLY INCLUSIVE WRITING PROGRAMS, COURSES, ASSIGNMENTS, ACTIVITIES, AND ASSESSMENTSRelated to the second bullet point in our list of expanded WAC/L2 principles, we turn now to another strand of research in SLW that has focused on the writing experiences of L2 students as they write in courses and contexts across the curriculum. Michelle Cox's (2011) review of this longitudinal research revealed that second language writers often struggle due to writing assignments that "assume deep cultural and historical knowledge of the US" (para. 9), the lack of scaffolding of assignments, the lack of time for completing the heavy reading and writing required by a project, and evaluation methods that focus too heavily on standard written English. There's also an abundance of SLW literature on developing linguistically and culturally inclusive assignments and writing curricula, noting especially the contributions made by Dana Ferris on teaching L2 writing (2004, 2009) and, in WAC contexts, Leki's pedagogical recommendations in her extensive body of work on L2 writers across disciplines. Also related to WAC contexts, Joy Reid and Barbara analyze eleven assignment descriptions from across the curriculum for accessibility and equity to L2 students, and then make recommendations for creating assignments that are more conducive for L2 student success. In their scholarship, SLW practitioners also address other faculty who work with L2 students, including composition instructors (such examples include work already cited, particularly

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“…Other related studies include direct instruction and strategy modelling on students' writing development (López, Torrance, Rijlaarsdam & Fidalgo, 2017), scaffolding based instruction in writing performance (Obeiah & Bataineh, 2015), scaffolded instruction to optimize learning (Larkin, 2002) and Toulmin Model of Argument on the problem-solving strategies (Wilson, 2014). Additionally, other scholars have also looked into the efficacy of graphic organizers and instructional scaffolding in writing in various contexts to promote integration of arguments and counterargument (Nussbaum & Schraw, 2007), summary writing (Fergus, 2009), genre-specific writing tasks (Hawkins, 2011), students' revision in the pre-writing stages (Lee, 2007) and teaching writing (Lancaster, 2011). Therefore, based on previous studies, the present study aimed to discover the probable positive impact of "Graphic Organizer with Instructional Scaffolding" (GOIS) as a delivery mode on argumentative writing performance among TESL undergraduates.…”

Section: Introductionmentioning

confidence: 99%

Effect of Graphic Organizer and Instructional Scaffolding on Argumentative Essay Writing Performance: A Critical Analysis

Lingaiah¹,

Dhanapal²

2020

IJSRP

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This study investigated the effect of graphic organizer and instructional scaffolding on argumentative essay writing performance among TESL undergraduates. The study employed an experimental research using the pre-test and post-test design involving 60 TESL undergraduates who underwent lessons on argumentative essay writing using two different delivery modes, namely 'Graphic Organizer with Instructional Scaffolding' (GOIS) which is the experimental group and 'No Graphic Organizer No Instructional Scaffolding' (NGNI) which is the control group. The TESL undergraduates of the experimental group went through the GOIS delivery mode comprising four stages of learning

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Interpersonal Stance in L1 and L2 Students' Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs

Cited by 23 publications

References 0 publications

Chapter 3. "Hey, Did You Get That?": L2 Student Reading Across the Curriculum

Chapter 3. "Hey, Did You Get That?": L2 Student Reading Across the Curriculum

Foreword: Multilinguality Across the Curriculum

Effect of Graphic Organizer and Instructional Scaffolding on Argumentative Essay Writing Performance: A Critical Analysis

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