Tutoring ESL Students: Issues and Options

Harris, Muriel; Silva, Tony

doi:10.2307/358388

Cited by 51 publications

(22 citation statements)

References 3 publications

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“…It is an issue about how to teach writing. Although the process-oriented instructional approach has been settled for the past several decades, issues and debates about the effectiveness of grammar instruction for L2 writers is still ongoing (Bell & Elledge, 2008;William & Severino, 2004;Thonus, 2004;Myers, 2003;William, 2002;Bookman, 2002;Cogie, Strain, & Lorinskas, 1999;Ronesi, 1995;Severino, 1993;Harris & Silva, 1993). The no proofreading policy is a procedural requirement for the process-oriented instruction that the contemporary writing center pursues and the debate of the effectiveness is the debate about explicit vs. implicit, directive vs. non-directive, product-oriented vs. process-oriented instructional styles (Kim, 2014).…”

Section: Second Language Writers In the Writing Centermentioning

confidence: 99%

Could you check my grammar? The forbidden request in the university writing center

Kim¹

2017

IJRSLL

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Along with the shift of the literacy education, the university writing center has evolved in its philosophy for writing instruction from a mechanical, error-correcting service to a collaborative process. From this pedagogical shift of writing instruction, proofreading has been prohibited from the services that the writing center can provide. Despite the policy, however, the proofreading request is still one of the most frequent requests that the tutor receives. Especially for L2 writers who have learned English grammar as explicit rules through exams, the 'no proofreading policy' of the writing center is not only ineffective but also incomprehensible. In this regard, this study investigates how L2 writers ask for proofreading and how the L1 tutor works with the forbidden request in a way that the center can provide. This study aims to understand the work of the writing tutorial and the philosophy of the writing instruction of the university writing center.

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Section: Second Language Writers In the Writing Centermentioning

confidence: 99%

Could you check my grammar? The forbidden request in the university writing center

Kim¹

2017

IJRSLL

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“…Although these tutors are not conforming to their training, the input they are giving students may, in fact, be precisely what the students need to produce successful papers. As Harris and Silva (1993) point out, attention to the 'rhetorical requirements' of non-native Speakers' papers determine the options available to them in later sentence-level revision.…”

Section: Tutorial Dilemmasmentioning

confidence: 99%

How to communicate politely and be a tutor, too: NS-NNS interaction and writing center practice

Thonus¹

1999

Text - Interdisciplinary Journal for the Study of Discourse

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Conflicts between comprehensibility, politeness, and effective tutorial practice frequently create communicative impasses in interaction between university writing center tutors and their tutees, who are both native (NS) and non-native Speakers (NNSs) ofEnglish. Conversational excerpts drawn from a study of 34 tutorials demonstrate that such impasses are more frequent in tutorials with NNS tutees. The primäry context for these impasses is the offering of tutor evaluations and suggestions, although the interactional features of volubility and interruptions are also implicated in the analysis. I argue that the trade-offs tutors make between comprehensibility, politeness, and ejfectiveness are essential characteristics of NS-NNS tutorial interaction and that open acknowledgment of the conflicts between communicative aims is essential toprincipled tutorial practice in this institutional discourse context.

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“…Insights into our own culture help to develop identity, values, ways of being and the ability to engage positively with the other. Language developers need to become more aware of critical literacies in the classroom, and should take cognisance of the unique concerns of second language speakers and their encounters with the second language, according to Harris & Silva (1993). This is a priority in South Africa, or should be.…”

Section: Cultural and Critical Literaciesmentioning

confidence: 97%

Performance as an Alternate Literacy in South Africa

Israel

2007

South African Theatre Journal

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Tutoring ESL Students: Issues and Options

Cited by 51 publications

References 3 publications

Could you check my grammar? The forbidden request in the university writing center

Could you check my grammar? The forbidden request in the university writing center

How to communicate politely and be a tutor, too: NS-NNS interaction and writing center practice

Performance as an Alternate Literacy in South Africa

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