The writing of Southeast Asian-American students in secondary school and university

Tarone, Elaine; Downing, Bruce T.; Cohen, Andrew D.; Gillette, Susan; Murie, Robin; Dailey, Beverly

doi:10.1016/1060-3743(93)90015-u

Cited by 18 publications

(7 citation statements)

References 10 publications

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“…They gave no reliability for any of the individual components. Tarone et al (1993) examined the writing of Southeast Asian students in secondary school and university. They compared students on the basis of grade level as well as age of arrival and time in the United States; they found significant differences among some of the groups on linguistic accuracy.…”

Section: Holistic Scalesmentioning

confidence: 99%

Measures of Linguistic Accuracy in Second Language Writing Research

1997

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PolioBecause a literature review revealed that the descriptions of measures of linguistic accuracy in research on second language writing are often inadequate and their reliabilities often not reported, I completed an empirical study comparing 3 measures. The study used a holistic scale, error-free T-units, and an error classification system on the essays of English as a second language (ESL) students. I present detailed discussion of how each measure was implemented, give intra-and interrater reliabilities and discuss why disagreements arose within a rater and between raters. The study will provide others doing research in the area of L2 writing with a comprehensive description that will help them select and use a measure of linguistic accuracy.Studies of second language (L2) learner writing (and sometimes speech) have used various measures of linguistic accuracy (which can include morphological, syntactic and lexical accuracy) to answer a variety of research questions. With perhaps one excep-

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Section: Holistic Scalesmentioning

confidence: 99%

Measures of Linguistic Accuracy in Second Language Writing Research

1997

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“…Thus, we aimed to study the relation between "ratings and objective (nonevaluative) measures of various textual characteristics," including "lexical and syntactic variation and discourse and rhetorical features," as advocated by Connor-Linton (1995b, p. 763). The three features we selected correspond t o the three frequently evaluated traits, organization, coherence, and accuracy (e.g., Tarone et al, 1993, who also included fluency in their analysis).…”

Section: Research Issuesmentioning

confidence: 99%

Factors Affecting Composition Evaluation in an EFL Context: Cultural Rhetorical Pattern and Readers’Background

Kobayashi

Rinnert

1996

Language Learning

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We investigated how 465 readers with different backgrounds (differing L1, academic status, and amounts of writing instruction) evaluated 16 versions of Japanese university English as a foreign language (EFL) students’English compositions containing different culturally influenced rhetorical patterns (Japanese vs. American English) as well as two other features (coherence breaks and language use errors). Among other factors, including coherence and language use, culturally influenced rhetorical patterns affected assessment of EFL student writing on an analysis of effects topic. Overall, Japanese students who had not received English writing instruction preferred the Japanese rhetorical pattern, native English teachers favored the American rhetorical pattern, and Japanese students who had received English writing instruction and Japanese teachers valued features of both patterns. There were no significant differences between the two teacher groups in the overall assessment of the two rhetorical patterns, but Japanese English teachers, similar to Japanese students, gave significantly higher scores than native English teachers to the Japanese introduction. On a comparison/contrast topic, other discourse features, particularly paragraph level coherence problems, appeared to override rhetorical pattern in terms of influence on writing quality scores. The results suggest that a flexible approach to permissible rhetorical patterns and a greater emphasis on coherence may prove beneficial for EFL writing instruction.

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“…This is to some extent corroborated by Swain and Lapkin's (1995) analysis of the composing behavior of a group of Canadian grade 8 students. Tarone, et al (1993) reported that from grade 8 to University level, the written products of a number of South East Asian ESL students showed a striking lack of development on a variety of linguistic and textual dimensions. Further research has also suggested that the development of the discourse-related skills reported above is more arduous in non-cognate languages, where the difficulty of the L2 may force the writer to approach the composition as a mere collection of loose sentences (Henry, 1996).…”

Section: Developmentally-oriented Studiesmentioning

confidence: 99%

New Directions for Research in L2 Writing

Ransdell¹,

Barbier²

2002

Studies in Writing

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Kluwer Academic Publishers continues to publish the international book series Studies in Writing, founded by Amsterdam University Press. The intended readers are all those interested in the foundations of writing and learning and teaching processes in written composition. The series aims at multiple perspectives of writing, education and texts. Therefore authors and readers come from various fields of research, from curriculum development and from teacher training. Fields of research covered are cognitive, sociocognitive and developmental psychology, psycholinguistics, text linguistics, curriculum development, instructional science. The series aim to cover theoretical issues, supported by empirical research, quantitative as well as qualitative, representing a wide range of nationalities. The series provides a forum with research from established researchers, with contributions of young researchers.

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The writing of Southeast Asian-American students in secondary school and university

Cited by 18 publications

References 10 publications

Measures of Linguistic Accuracy in Second Language Writing Research

Measures of Linguistic Accuracy in Second Language Writing Research

Factors Affecting Composition Evaluation in an EFL Context: Cultural Rhetorical Pattern and Readers’Background

New Directions for Research in L2 Writing

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