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Symposium onSecondLanguageWritingProfessionalizingSecond Language WritingNovember 13-15, 2014Arizona State UniversityTempe, AZChairPaul Kei MatsudaArizona State UniversityAssociate ChairsKatherine Daily O'MearaSarah Elizabeth SnyderArizona State University
IntroductionDear Symposium Participants:Welcome to the 2014 Symposium on Second Language Writing (SSLW 2014). The Symposiumbegan in 1998 as a way of bringing together internationally-recognized experts in the field ofsecond language writing to discuss key issues in the field, and it has grown into an annualinternational gathering of teachers and researchers who are working with second languagewriters in various capacities.The theme of SSLW 2014 is "Professionalizing Second Language Writing." As the field ofsecond language writing comes of age, it seems important to reflect on the professionalization ofthe field and explore the need for a shared sense of professional identity and standards.The field of second language writing has grown tremendously over the last two decades, andmany teachers, scholars, and administrators from various disciplinary and institutionalperspectives have come to identify themselves as second language writing specialists. While thedisciplinary infrastructure has grown and opportunities for graduate education have expanded,there is a dearth of resources for the professional development of mid-career specialists whowish to continue to expand their repertoire and engage in more advanced professional work—such as administration, consulting, teacher education, mentoring doctoral students, and givingplenary talks.Furthermore, as the demand for second language writing instruction increases in various parts ofthe world, more and more mid-career teachers and researchers who already have advanceddegrees in various other fields are finding themselves in need of entry-level professionaldevelopment opportunities. In the meantime, there continues to be a growing number of graduatestudents who wish to develop expertise in second language writing but do not have access toestablished specialists who can act as their mentors.To address these professionalization issues, this year's Symposium brings together accomplishedsecond language writing researchers and teachers to share experiences and to explore ways tofurther professionalize second language writing. In addition, this year's Symposium introduces anew feature, the SLW Institute, which provides a range of professional development workshopsfor second language writing specialists at various levels –from beginning graduate students toestablished scholars. And, of course, concurrent sessions continue to constitute the intellectualbody of the gathering.The opportunity to network and meet fellow second language writing specialists from around theworld is another important feature of the Symposium. In addition to the pre-Symposium social(Wednesday) and the opening reception (Thursday), there will be an optional banquet (Friday)and an optional lunch seminar (Saturday).We also hope that your stay at Arizona State University is a comfortable and enjoyable one. Ifyou have any questions about this Symposium, Arizona State University, or Tempe and GreaterPhoenix, please feel free to ask any of the Symposium staff members who are wearing aSymposium button.1
Symposium on Second Language WritingFinally, I would like to extend my thanks and heartfelt welcome to the presenters and sessionchairs as well as participants, who are here to make valuable contributions—formally andinformally—to the Symposium and to the development of the field of second language writing.On behalf of the members of the Organizing Committee, I am pleased to welcome you toArizona State University and to the Symposium on Second Language Writing.Paul Kei Matsuda, Founding ChairSymposium on Second Language WritingAcknowledgmentsSSLW 2014 is made possible by the generous support of the following sponsors: ASU Department of EnglishASU College of Liberal Arts and Sciences (CLAS)ASU Writing ProgramsASU American English and Culture Program (AECP)ASU Sun Devils Fitness Complex (SDFC)Bedford/St. Martin's PressElsevierUniversity of Michigan PressThe following publishers have donated books for the raffle: De Gruyter MoutonEquinoxOxford University PressUniversity of Michigan PressIn addition, the following individuals have donated funding to support graduate students toattend SSLW 2014: Deborah Crusan, Wright State UniversityTanita Saenkhum, University of Tennessee, KnoxvilleThank you!2
IntroductionSSLW 2014 Best Student Paper AwardThe award, which will be presented at the Evening Banquet on Friday, November 14, recognizesthree best papers presented at this year’s symposium. The recipients of the award will receivegift certificates redeemable at the De Gruyter Mouton publisher’s website.1st Place ( 350)Writing Across Communities: Service Learning Composition for University L2 WritersBonnie Vidrine-IsbellNorah FahimDan ZhuUniversity of Washington, United StatesThursday, November 13, 2014, 14:10-14:35, Gila2nd Place ( 250)Becoming Second Language Writing Specialists: A Self-Reflective Study of a TESOLGraduate Student Writing GroupRae-Ping LinJoel Heng HartseNasrin KowkabiIsmaeil FazelTomoyo OkudaBong-gi SohnJunghyun HwagKlara AbdiUniversity of British Columbia, CanadaSaturday, November 15, 2014, 11:35-12:00, Yuma3rd Place ( 150)Understanding Peer Response in an EAP Course: An Activity Theory PerspectiveQi ZhangUniversity of South Florida, United StatesSaturday, November 15, 2014, 14:50-15:15, Yuma3
Symposium on Second Language Writing2014 ORGANIZING COMMITTEEPaul Kei MatsudaKatherine Daily O'MearaSarah Elizabeth SnyderJianing LiuYuching Jill YangIzabela UscinskiDan BommaritoKellen HorneyJunghwa KimYoumie KimAya MatsudaJuval V. RacelisChristina GrantYoungwha LeeJoseph MambuTaimin WuSeckin GorucuPaul Kei MatsudaSymposium ChairAssociate ChairsProgram ChairsProgram Book EditorSymposium CoordinatorsSymposium AssistantsPhotographerWeb ManagerSYMPOSIUM VOLUNTEERSJackie Brady, Hana Choi, Andrea Dickens, Tonya Eick, Gregg, Fields, Stephanie Hartley, I-ChinLin, Lynette Myles, Sara Sams, Tomoko Shimomura, Sarah Young, Yan ZhaoPUBLISHER EXHIBITSBedford/St. Martin's PressElsevierOxford University PressParlor PressUniversity of Michigan Press4
Please visit: macmillanhighered.com/welcomeShowing students thepower of language choicesStudents find help.You see progress.Language Power:Tutorials for WritersDana Ferris, University ofCalifornia- DavisCore support forcollege writersA Writer’s ReferenceEighth EditionDiana Hacker late of PrinceGeorge’s Community CollegeNancy Sommers,Writer’s Help 2.0 for HackerHandbookswritershelp.comDiana Hacker late of Prince George’sCommunity CollegeStephen A. Bernhardt, University of DelawareNancy Sommers, Harvard UniversityHarvard UniversityThe comprehensive handbookfor the literacy revolutionThe St. Martin’sHandbookEighth EditionAndrea A. Lunsford,Stanford UniversityWriter’s Help 2.0 for LunsfordHandbookswritershelp.com/lunsfordAndrea A. Lunsford, Stanford University
Symposium on Second Language WritingThe 14th Symposium on Second Language WritingNovember 19-21, 2015AUT University, Auckland, New ZealandLearning to Write for Academic Purposes:Advancing Theory, Research and PracticeThe 14th Symposium on Second Language Writing will take place 19- ‐21 November, 2015, at AUTUniversity, Auckland, New Zealand. The theme, Learning to write for academic purposes: Advancingtheory, research and practice, will focus on advancing our knowledge and understanding of what isinvolved in learning to write for the many and varied academic purposes that second language(L2)writers encounter while studying in educational settings and working in various professions andworkplaces.The importance of the theme is underscored by the increasing number of L2 writers studying andworking in educational and professional settings where epistemologies and expectations may be quitedifferent to those they have grown up with.The particular academic purposes that L2 writers encounter as students and as working professionalscan vary according to the contexts and settings in which writing for academic purposes is undertaken.These can be broadly categorised as follows:Educational contexts and settings where teaching and learning take place Schools (e.g. primary and secondary; public and private institutions)Pre- ‐tertiary (e.g. foundation programmes; private language schools)Tertiary (e.g. university, polytechnic, college)Workplace contexts and settings where L2 writers are employed Training institutions (e.g. teachers’ colleges)Teacher/academic professional activities (e.g. writing books, articles, reports,conference papers; reviewing, assessing and examining)In educational contexts, issues associated with learning to write for academic purposes can be viewedfrom both the L2 learners’ and teachers’ perspectives. In workplace contexts, they can be seen fromboth the L2 writers’ and assessors’/gate- ‐keepers’ perspectives.Whenever academic texts are produced, some form of assessment is expected. It may be offered in aformative sense (responding to the work in progress) or in a summative sense(test/assignment/examination grades; acceptance of a text for publication or presentation). Issuesassociated with the assessment of L2 writers’ texts or with L2 writers assessing texts may also beconsidered relevant to the theme.While the symposium invites proposals on any aspect of second language writing, those that addressone or more aspects of the theme will be particularly welcome.6
IntroductionThe Auckland organizing committee is particularly proud to be hosting the 2015 symposium as it is thefirst time the event has come ‘downunder.’ We are also pleased to be able to showcase our beautifulcity—known as the ‘city of sails’—and hope you will have time to see other parts of the country as well.Plenary SpeakersThe plenary speakers for SSLW 2015 will be announced on this site before the end of 2014.There will be 3 keynote speakers and each of these will address both parts of the theme (‘learning towrite for academic purposes’ and ‘advancing theory, research and practice’) in relation to the contextsand settings they are familiar with.In addition, there will be a number of 30 minute plenary presentations and each invited speaker willdeliver a hands- ‐on, practice- ‐focused address on an ‘issue’ that L2 students and practitioners encounter inthe contexts and settings they are familiar with.Key Dates (New Zealand time)Monday 15 December 2014Friday 27 February 2015Friday 27 March 2015Friday 13 February 2015Friday 1 May 2015Thursday 12 November 2015Call for papers opensCall for papers closesCall for papers notification of acceptanceRegistration opensEarly bird registration closesStandard registration closesOrganizing CommitteeFounding Chair SSLWSymposium ChairAssociate Symposium ChairProgramme ChairsCall for Papers CoordinatorsProgramme Book CoordinatorsRegistration CoordinatorsLocal Information CoordinatorsAccommodation CoordinatorsSocial CoordinatorsStudent Assistants CoordinatorsIT CoordinatorsWeb ManagerPaul Kei MatsudaJohn BitchenerAnnelies RoskvistJohn Bitchener; Rosemary WetteNeomy Storch; Helen BasturkmenMartin East; Denise CameronAUT conferences; Annelies Roskvist; Martin EastHelen Cartner; Denise CameronRosemary Wette; Helen BasturkmenAnnelies Roskvist; Helen CartnerDenise Cameron; Rosemary WetteHelen Cartner; AUT conferencesPaul Kei Matsuda7
MICHIGANsupporting teachingexcellence worldwidenew!new!25% ich.edu/elt/
IntroductionTable of ContentsThursday, November 13Second Language Writing Institute 1 (8:30-10:30) .17Plenary I (11:00-12:00): Tony Silva .19Consortium on Graduate Communication (12:00-13:45) .20Translingual Writing Issues Closed Meeting (12:00-13:45) .20A Colloquia (13:45-15:15).21A Sessions (13:45-15:00).23B Colloquium (15:30-17:00).31B Sessions (15:30-17:00) .31Plenary II (17:15-18:15): Susan Miller-Cochran .38Opening Reception (18:30-20:30): Engrained .39Friday, November 14C Colloquium (9-10:30).40C Sessions (10-10:15) .41Plenary III (10:45-11:45): Lawrence Jun Zhang .48JSLW Editorial Board Closed Meeting (11:45-13:30) .50D Colloquia (13:30-15:00).50D Sessions (13:30-14:45).52E Colloquia (15:15-16:30) .60E Sessions (15:15-16:30) .62Plenary IV (17:00-18:00): Dwight Atkinson .70Evening Banquet (18:00-21:00): Engrained .71Saturday, November 15F Colloquium (9:00-10:30) .72F Sessions (9:00-10:15) .72G Colloquium (10:45-12:15) .77G Sessions (10:45-12:00).77Lunch Seminar (12:30-13:45): Paul Kei Matsuda .83H Sessions (14:00-15:30).83Plenary V (15:45-16:45): Deborah Crusan .88Plenary VI (16:45-17:45): Christine Tardy.89Reflections and SSLW 2015 Preview (17:45-18:00).909
Thursday, November 13 – MorningArizona8:3010:30TurquoiseSLWI.6 AnIntroduction toWriting tingProgramAdministration and ESLWriters(MillerCochran)GrahamSLWI.1Success onthe JobMarket:Demystifyingthe ras aConsultant(Rose)PinalSanta CruzSLWI.3Making DesigningandSustaining aSatisfyingandSuccessfulResearchProgram in(Ferris)CopperChrysocollaPlataOpening Ceremony in Arizona RoomPlenary I: Reflections of a Post-Mid-Career L2 Writing Professional on the Ever-Increasing (Silva) in Arizona RoomA.1.CThe Futureof GraduateWritingResearch,Pedagogy,and ProgramDesign(Zawacki etal.)13:45-15:15A.2.CL2 WritingAcrossDiverse CALLContexts(Elola et al.)13:45-15:15Consortiumon GraduateCommunication (ClosedMeeting)A.10.1Professionalizing L2CreativeWritingPedagogy:M.A. TESOLStudents'Perceptions(Liao)A.10.2CodeMeshing andSelfDiscovery:BilingualPoetry in theCompositionCourse(Wetzl)A.11.1ImaginedVoice inAcademicWriting:Conceptualization andConstructionof Voice(Lee)A.11.2Helping L2StudentsFind TheirWriters'Voice: logue:Voicing L2StudentChallengesin Writing(Thomas)A.11.3CultivatingVoice in theAcademicWriting ngThai VersusEnglishWrittenDiscourseStyles of h" andthe ng theLexicalApproach toOne-on-OneWritingInstruction(Freedmanet al.)A.5.1CorrectiveFeedbackEmbedded ina WritingConference(Han)A.6.1ComparingGoals of L1and L2CollegeWriters(Park)A.7.1The CulturalImpact onAcademicWriting inKoreanUniversities(Lee et al.)A.8.1Writer'sBlock andWritingApprehension in EFLAcademicWriting (Bi etal.)A.9.1The Firsts ofSecondLanguageWriting: AnArgument ties: ServiceLearningCompositionfor UniversityL2 Writers(VidrineIsbell et al.)A.3.3DevelopingEarlyLeadershipfor WritingTeachers:Examplesfrom "Head"Teaching(Lawson)A.4.2L1 and L2VocabularyUse inFreshmanWriting(Qureshi)A.5.2AMethodological Synthesisof Researchon theEffectivenessof CorrectiveFeedback(Liu et al.)A.6.2CANCELEDA.7.2The Usageof LexicalBundles inKoreanLearnerCorpus(YELC) (Kooet al.)A.8.2Are They Still"Anxious?" APilot Study ofTreatmentfor L2 writinganxiety (Wuet al.)A.9.2BeyondGeneralizability: What DoWe Knowabout CaseStudies inthe Field ofSLW(Gherwash)A.4.3LanguageUse in ThirdLanguageWriting: ACase : ItsPast,Present, andFuture(Kurzer etal.)A.6.3 ESLCompositionInstruction:Redress ageWritingPrograms inKoreanHigherEducation(Kim)A.8.3LinguisticAgency andAbility inLarge-ScaleWritingAssessmentRubrics and(Anderson)A.9.3The Grass IsGreener:ComparingL2 WritingResearch asa Discipline(Zhan)A.12.2IndirectnessTrends AcrossThreeRhetoricalPatterns inEnglishWriting(ZúñigaCoudin et al.)
Thursday, November 13 – AfternoonArizonaTurquoiseGilaGrahamYumaPinalSanta ativeL2 Writing inSocial MediaEnvironments: StudentInteractionsand (Li et al.)15:30-17:00B.2.1 ADialogicConversationor a ner)B.3.1TracingIdentityChanges inDisciplinaryGenreLearning: ACase Study(Jwa)B.4.1CANCELEDB.5.1Before theDissertationWritingBegins: Tipsfor L2DoctoralStudents(Casanave)B.7.1Learn andGrow as aWritingTeacher(Fan)B.8.WMaximizingthe Benefitsof Prewriting:An Examplefrom CollegeLevel ESLCollegePapers (Kimet al.)B.9.FDevelopingProfessionalism inTeachingReading andWriting inEFLContexts(Liu)B.10.1AnInvestigationof CorrelationBetweenInstructors'Backgroundand L2WTeaching(Shamsuzzaman et al.)B.11.1ExpressingEmotions inL2 Writing(Lee)B.12.1When the FirstLanguageCan't BeWritten:Resourcesand Strategies(Parmeter)15:5516:20B.2.2Assessing theImpact ofTeacherFeedback onAccuracy inthe Writing ofEFL learners(Rastgou)B.3.2What 's Way toL2 WritingTeacherCognition(Belcher etal.)B.5.2PerceptionsofMultilingualStudents in aGraduate forUnderstanding SecondLanguageTexts:PrototypeEffects(Lee)B.6.2The EffectsofInstructionBased onConceptualMetaphorTheory fects ofModel-TextAnalysis onGenreWritingAbilities(Choi et al.)B.12.2Developmentof Writing inthe ContentArea Surveyfor Teachers(Wolbers etal.)16:2016:45B.2.3DifferentModes ofTeacherFeedback:Types andNature,Students'Responses(Shen et al.)B.3.3ComplexPersonalLetter-Writingin AdvancedCollegiate FLInstruction(Crane)B.4.3Understanding theKnowledgeBases of L2WritingTeachers inFYC sTowardsWritingPracticesand Support(Khoury)B.6.3 ACrossDisciplinaryInteraction:Embrace aTESOLPerspectiveinComposition (Zhu ughDigitalCollaboration (Partridgeet mplexity:In-HouseTraining forTeaching L2AcademicWriting(Zlateva)Plenary II: Outcomes, Frameworks, Principles and Practices: Reading WPA and CCCC Position (Miller-Cochran) in Arizona RoomOpening Reception in EngrainedB.11.3Towards aMoreIntegrativeApproach toGenreResearch(Kim)
Friday, November 14 – 30ArizonaTurquoiseGilaGrahamYumaPinalSanta g theProfessionalPathways ofEarly-CareerL2 WritingSpecialists(Saenkhumet al.)9:00-10:30C.2.1L1 vs. L2Written PeerFeedbackEffects on L2English(Williams)C.3.WMeasuringJournal andResearchPrestige(Tancock)C.4.1The ImpactofComposingShort Booksin an EAPWriting(Houston)C.5.1Use ofMoves andIntertextualConnectionstoUnderstandHow L2writers(AngayCrowder etal.)C.5.2Blogging inthe EAPCompositionClassroom:Embracingthe 21stCentury(Bleyle)C.6.1WritingConferencesas MediatedWorlds forAcademicWriting (Do)C.7.1Exploring theInteractionAmongContextual,Student, mic Stripsto TeachFalseCognates toYoungBrazilian L2learners (VilaLópez)C.9.1ALongitudinalStudy ofWrittenLanguageDevelopmentin TwoGenres(Polio et al.)C.10.1A CrossSectionalStudy ofWritingDevelopmentof SecondLanguageLearners(Kikuchi etal.)C.11.1CANCELEDC.12.1Making theGame Plan: AStudy ofMultilingualWriters' Genre(Glymph)C.6.2InstructorCommentaryon L1 and WritingCenterTutorsWorking withL2 LEDC.11.2ExamininganAlternativeWay ofProvidingCorrectiveFeedback toEFL (Chang)C.12.2DevelopingWritingProcesses:Beyond theWritingClassroom(Reed)C.5.3Examiningthe Role ofOnlineMachineTranslatorsin the Writing(Halsey)C.6.3EngagingStudents in aReflectiveDialogueAbout TheirWriting(Shvidko)C.7.3"At-Risk"CollegeWriters andEvolution ofan ters,Comp, andGrammar:GrammarContracts inthe FirstYear(Shepherd etal.)C.10.2NarrativesAmongHeritage andForeignLanguageLearners: duate (Valfredini)C.11.3Learners'Processingof TwoDifferentTypes ofWrittenFeedback ghts intothe WritingProcess(Chen et ngSkillsThroughPeer Review(Min et al.)C.2.3Self- andPeerAssessmentin SecondLanguageWriting:Students'Perspective(Zappa et al.)C.4.2Professionalizing WritingInstruction inEnglish rgraduate L2 Writers(Evans et al.)Plenary III: Pedagogical Imports of Western Practices for Professionalizing Second Language Writing (Zhang) in Arizona )
Friday, November 14 – Afternoon a CruzYavapaiGoldCopperChrysocollaPlataD.1.CL2 Writing inK-12Contexts (deOliveira sionalising L2Writing(Schmitt etal.)13:30-15:00D.3.1Professionalizing theTraining ofRaters ofSecondLanguageWriting(Chapman etal.)D.5.1CANCELEDD.6.1Vague NounUsage in Knowledgeof L1 ArabicESLStudents'LanguageRepertoiresand (Kopec)D.8.1EnglishWritingInstruction inCollegeLevel inAlgeria(Belmihoub)D.9.1IndividualDifferencesand WrittenCorrectiveFeedback:Exploring Students'Use of TheirLinguisticRepertoiresWhenWriting(Gunnarssonet al.)D.11.1Perceptionson TeacherFeedback: AComparisonBetween L1and L2(Thirakunkovit et al.)D.12.1ExaminingPreparation ofMainstreamCompositionTeachersWorking withMultilingualWriters(Shvidko)D.5.2Departmental AcademicSupport forInternationalDoctoralStudents(Ahn)D.6.2"From MyOwn Point ofView, andStanding atYour counteredby L2 Writersin UAE(Banat)D.10.2A DiscourseAnalysis: Onthe Study ofInteractionBetweenIdentity (Tu)D.11.2AssessingthePlacement ofL2 Writers:AnInstitutionalCase Study(Slayton)D.12.2Taking aStance:NormalizingL2 Needs apping toGatherStudentGeneratedEvidence encyand Noun(Lan)D.8.3ExploringLocalConditionsthat Affect L2WritingInstruction inKorean(Yang)D.9.2ExploringStudentEngagementwith WrittenCorrectiveFeedback inFirst-YearComposition(Uscinski)D.9.3"Revising" L2Feedbackand RevisionResearch:Looking tothe Future(Goldstein)D.10.3Roles ofTranslingualism andTransactionalism ception ofL2 Writing(Yang)D.12.3NarrativeAnalysis of aMultilingualWriter's L2WritingExperience(Kim)13:5514:20D.3.2How RubricsandCollaborationCanFacilitateGrading(Barto et s DirectCorrectiveFeedback onWriting(Shintani)D.4.2IntroducingUndergraduate Studentsto WordEngine andPeer Reviewof ing WebPortfolioAssessmentsThroughRubrics(Kwon et al.)D.4.3SecondLanguageWritingMOOCs:Affordancesand MissedOpportunities(Gilliland etal.)
Friday, November 14 – Afternoon 2ArizonaTurquoiseGilaGrahamYumaPinalSanta CruzYavapaiGoldCopperChrysocollaPlataE.1.CL2 Writing inNon-EnglishL2s (Hatasaet al.)15:15-16:45E.2.CTeaching ofEFL Writingin theChineseHigherEducationalInstitutions(Wang et al.)15:15-16:45E.3.WHow toReview aPaper(Tancock)E.4.1"My (NonNative)Teacher IsMyInspiration":A gDevelopmentover Time: ACase Study(Severino etal.)E.7.1Attitudes ofNative andNon-NativeEnglishSpeakingStudents inFreshman(Alamyar)E.8.1A DynamicUsageBasedApproach toKorean EFLStudents'Writing: A(Lee)E.9.1The State ofL2 GraduateStudentWritingSupport(Caplan etal.)E.10.1Building aSupportSystem forEnglishLanguageLearners at a(Sperger,Ed.D. et al.)E.11.1What EverHappened toPost-Processin CELEDE.5.2MultipleApplicationsof "We Don'tProofreadYour Paper":AnExamination(Okuda)E.6.1Bridging theHomeSchoolLiteracies ofELLs:TowardPositiveChange in(HendersonLee)E.6.2A MultipleCase Studyof ELAdolescents'SuccessfulSocializationinto the (Yuet al.)E.5.3EncouragingOWLs toGrow: AnExaminationof ContentDevelopmentBest (Paiz)E.9.2FeedbackNetwork andMultidirectionality ofSecondLanguageSocialization:AcademicWriting (Kim)E.9.3"My aduateStudents'ConcernsAbout (Parket al.)E.11.2Visualizationof Focuses inSecondLanguageWritingResearch(Xu et al.)E.4.3TeachingWriting in aSecondLanguage:TheExperiencesof NNES(Tseptsura etal.)E.8.2Reformulation in SecondLanguageWriting: ALearnerCorpusBasedInvestigation(Urzua)E.8.3 TheContributionofCollocationTools toCollocationProduction inL2(Nurmukhamedov)E.10.2On theFringe and inthe Thick ofIt: InhabitingWhitchurch’sThird Space(RussellPinson et ionin umShift:PromotingContentBasedInstruction .10.3Who WillRead YourTextbook: ANeed for aNew(Duncan)E.11.3EmergenceandProfessionalization ofSecondLanguageWriting:Publicationsin Web (Ariket al.)E.12.1Fostering alizing rs to gen et al.)E.12.3Use of DigitalMedia:TowardCompetentKnowledgeProviders inOnline ,Theory, andResearch(Wilcox etal.)Plenary IV: Doctoral Studies as Professional Development in Second Language Writing (Atkinson) in Arizona RoomTicketed Event: Friday Evening Banquet in Engrained
Saturday, November 15 – Morning alSanta CruzYavapaiCopperChrysocollaF.1.CThe Benefits ofGenre-BasedPedagogy forSecondLanguage WritingDevelopment(Pessoa et al.)9:00-10:30F.3.FInternationalizingRhetoric andComposition(Anson et al.)F.4.WCommon CoreState Standards(CCSS) andAssessments:Implications forMulti-LingualWriters(FaeldoneaWalker et al.)F.5.1Paraphrasingand ContentKnowledge inSecondLanguageGraduateStudents'Writing (Shi on inL2 Writing andL2 Writing (Yiet al.)F.6.1Saudi Students'Adaptation toWritingInstruction in theU.S. (Reichelt)F.7.1TaiwaneseCollegeStudents' OnlineCollaboration inL2: AConsensusBuilding Process(Huang)F.8.1An EcologyInformed Genreand CorpusApproach for L2Writing ndLanguageLearners'Business Writing(Waller)F.11.1Expectationsand ExperiencesofUndergraduateL2 veExamination ofChineseStudents'Pathways toFYC Courses(Liu)F.6.3A NeedsAnalysis forChineseStudents oft Word:Friend or Foe inthe ity, andComplexity:Comparing theUse ofReferentialChains (Smith etal.)F.8.3Lexical Diversity,Sophistication,and Size inAcademicWriting(Gonzalez)F.5.3Singing "MyWay" ' OwnExperiences(Kayican)F.11.2The Role of QiCheng-ZhuanHe RhetoricalStructure as aStrategy in(Chang)F.11.3An Examinationof Students'Perceptions ofthe Role of PriorGenreKnowledge(Myles et al.)
Saturday, November 15 – Morning 2ArizonaGilaGrahamYumaPinalSanta CruzYavapaiCopperChrysocollaG.1The Future ofSLW at CCCC:Why CCCC andSLW need eachother (Casanaveet al.)10:45-12:15G.3.WTeachers'Sense ofEfficacy ce Learningand Relevancefor the IEPWriting Student:Connecting(Henriksen)
The 14th Symposium on Second Language Writing will take place 19---21 November, 2015, at AUT University, Auckland, New Zealand. The theme, Learning to write for academic purposes: Advancing theory, research and practice, will focus on advancing our knowledge and understanding of what is involved in learning to write for the many and varied academic purposes that second language
