Reflections
answer the questions
“Why do we need a theory of L2 writing to teach L2 writing? Provide one example of where theory and teaching align”
300 words
Use these references
Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press. 198 Madison Avenue, New York, NY 10016.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387.
Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17(4), 217-236.
Describe three main differences between ESL and EFL contexts in terms of the teaching and learning of L2 writing
300 words
Use these references
Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19(3), 143-157.
Taplin, A. (2017). Accounting for the needs of EAL/D students in the mainstream classroom. Metaphor, (1), 48.
In your opinion, how “general” or “specific” should be second language writing instruction at the university level. the notion of specificity. How specific should it be at the university level?
300 words
Use these references
Hyland, K. (2002). Specificity revisited: how far should we go now?. English for specific Purposes, 21(4), 385-395.
Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), 1-12.
Whose argument regarding L2 Writing Corrective Feedback (WCF) is the most plausible – Truscott, or Ferries? Provide 2 reasons for your answer.
300 words
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-3
