{"id":1664,"date":"2018-11-10T21:37:05","date_gmt":"2018-11-11T02:37:05","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=1664"},"modified":"2018-11-10T21:37:05","modified_gmt":"2018-11-11T02:37:05","slug":"cccc-statement-on-second-language-writing-and-writers","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/cccc-statement-on-second-language-writing-and-writers\/","title":{"rendered":"CCCC\u00a0 Statement\u00a0 on\u00a0 Second\u00a0 Language\u00a0 Writing\u00a0 and\u00a0 Writers"},"content":{"rendered":"<p><strong><em>Conference\u00a0 on\u00a0 College\u00a0 Composition\u00a0 and\u00a0 Communication January\u00a0 2001<\/em><\/strong><\/p>\n<p><strong><em>Revised\u00a0 November\u00a0 2009<\/em><\/strong><\/p>\n<h1>Part\u00a0 One:\u00a0 General\u00a0 Statement<\/h1>\n<p>The\u00a0 Conference\u00a0 on\u00a0 College\u00a0 Composition\u00a0 and\u00a0 Communication\u00a0 (CCCC)\u00a0 recognizes\u00a0 the\u00a0 presence\u00a0 of\u00a0 a\u00a0 growing\u00a0 number\u00a0 of second\u00a0 language\u00a0 writers\u00a0 in\u00a0 institutions\u00a0 of\u00a0 higher\u00a0 education\u00a0 across\u00a0 North\u00a0 America,\u00a0 including\u00a0 technical\u00a0 colleges,\u00a0 two-\u00adyear colleges,\u00a0 four-\u00adyear\u00a0 institutions,\u00a0 and\u00a0 graduate\u00a0 programs.\u00a0 As\u00a0 colleges\u00a0 and\u00a0 universities\u00a0 have\u00a0 actively\u00a0 sought\u00a0 to\u00a0 increase\u00a0 the diversity\u00a0 of\u00a0 their\u00a0 student\u00a0 populations\u00a0 through\u00a0 recruitment\u00a0 of\u00a0 international\u00a0 students,\u00a0 and\u00a0 as\u00a0 domestic\u00a0 second\u00a0 language populations\u00a0 have\u00a0 grown,\u00a0 second\u00a0 language \u00a0writers\u00a0 have\u00a0 become\u00a0 an\u00a0 integral\u00a0 part\u00a0 of\u00a0 writing\u00a0 courses\u00a0 and\u00a0 programs.<\/p>\n<p>Second\u00a0 language\u00a0 writers\u00a0 include\u00a0 international\u00a0 visa\u00a0 students,\u00a0 refugees,\u00a0 and\u00a0 permanent\u00a0 residents\u00a0 as\u00a0 well\u00a0 as\u00a0 naturalized\u00a0 and native-\u00adborn\u00a0 citizens\u00a0 of\u00a0 the\u00a0 United\u00a0 States\u00a0 and\u00a0 Canada.\u00a0 Many\u00a0 of\u00a0 these\u00a0 students\u00a0 have\u00a0 grown\u00a0 up\u00a0 speaking\u00a0 languages\u00a0 other\u00a0 than English\u00a0 at\u00a0 home,\u00a0 in\u00a0 their\u00a0 communities,\u00a0 and\u00a0 in\u00a0 schools;\u037e\u00a0 others\u00a0 began\u00a0 to\u00a0 acquire\u00a0 English\u00a0 at\u00a0 a\u00a0 very\u00a0 young\u00a0 age\u00a0 and\u00a0 have\u00a0 used it\u00a0 alongside\u00a0 their\u00a0 native\u00a0 languages.\u00a0 To\u00a0 many,\u00a0 English\u00a0 may\u00a0 be\u00a0 a\u00a0 third,\u00a0 fourth\u00a0 or\u00a0 fifth\u00a0 language.\u00a0 Many\u00a0 second\u00a0 language\u00a0 writers are\u00a0 highly\u00a0 literate\u00a0 in\u00a0 their\u00a0 first\u00a0 languages,\u00a0 while\u00a0 others\u00a0 have\u00a0 never\u00a0 learned\u00a0 to\u00a0 write\u00a0 in\u00a0 their\u00a0 mother\u00a0 tongues.\u00a0 Some\u00a0 are\u00a0 even native\u00a0 speakers\u00a0 of\u00a0 languages\u00a0 without\u00a0 a\u00a0 written\u00a0 form.\u00a0 Some\u00a0 students\u00a0 may\u00a0 have\u00a0 difficulty\u00a0 adapting\u00a0 to\u00a0 or\u00a0 adopting\u00a0 North American\u00a0 discursive\u00a0 strategies\u00a0 because\u00a0 the\u00a0 nature\u00a0 and\u00a0 functions\u00a0 of\u00a0 discourse,\u00a0 audience,\u00a0 and\u00a0 rhetorical\u00a0 appeals\u00a0 often\u00a0 differ across\u00a0 cultural,\u00a0 national,\u00a0 linguistic,\u00a0 and\u00a0 educational\u00a0 contexts.\u00a0 At\u00a0 the\u00a0 same\u00a0 time,\u00a0 however,\u00a0 other\u00a0 students-\u00ad-\u00adespecially graduate\u00a0 students-\u00ad-\u00adare\u00a0 already\u00a0 knowledgeable\u00a0 about\u00a0 the\u00a0 discourse\u00a0 and\u00a0 content\u00a0 of\u00a0 their\u00a0 respective\u00a0 disciplines,\u00a0 even\u00a0 if\u00a0 their status\u00a0 as\u00a0 &#8220;international&#8221;\u00a0 or\u00a0 &#8220;second\u00a0 language&#8221;\u00a0 may\u00a0 mask\u00a0 their\u00a0 abilities.\u00a0 Furthermore,\u00a0 most\u00a0 second\u00a0 language\u00a0 writers\u00a0 are\u00a0 still in\u00a0 the\u00a0 process\u00a0 of\u00a0 acquiring\u00a0 syntactic\u00a0 and\u00a0 lexical\u00a0 competence\u2014a\u00a0 process\u00a0 that\u00a0 will\u00a0 take\u00a0 a\u00a0 lifetime.<\/p>\n<p>Second\u00a0 language\u00a0 writers\u00a0 take\u00a0 part\u00a0 in\u00a0 writing\u00a0 programs\u00a0 at\u00a0 all\u00a0 levels\u00a0 \u2014\u00a0 from\u00a0 basic\u00a0 writing\u00a0 and\u00a0 first-\u00adyear\u00a0 composition\u00a0 to professional\u00a0 writing\u00a0 and\u00a0 writing\u00a0 across\u00a0 the\u00a0 curriculum\u00a0 \u2014\u00a0 as\u00a0 well\u00a0 as\u00a0 in\u00a0 writing\u00a0 centers\u00a0 and\u00a0 graduate\u00a0 programs.\u00a0 Many institutions\u00a0 provide\u00a0 intensive\u00a0 language\u00a0 programs\u00a0 and\u00a0 &#8220;sheltered&#8221;\u00a0 sections\u00a0 of\u00a0 second\u00a0 language\u00a0 composition.\u00a0 But\u00a0 students may\u00a0 be\u00a0 crowded\u00a0 out\u00a0 of\u00a0 such\u00a0 courses\u00a0 or\u00a0 may\u00a0 elect\u00a0 to\u00a0 take\u00a0 &#8220;mainstream&#8221;\u00a0 writing\u00a0 courses.\u00a0 Additionally,\u00a0 students\u00a0 who\u00a0 grew\u00a0 up using\u00a0 languages\u00a0 other\u00a0 than\u00a0 English\u00a0 may\u00a0 retain\u00a0 features\u00a0 of\u00a0 those\u00a0 languages\u00a0 in\u00a0 their\u00a0 English\u00a0 writing\u00a0 long\u00a0 after\u00a0 they\u00a0 leave\u00a0 their first-\u00adyear\u00a0 writing\u00a0 courses.\u00a0 So,\u00a0 while\u00a0 students\u00a0 emerge\u00a0 as\u00a0 members\u00a0 of\u00a0 their\u00a0 fields\u00a0 through\u00a0 upper-\u00addivision\u00a0 and\u00a0 graduate courses,\u00a0 they\u00a0 also\u00a0 continue\u00a0 to\u00a0 emerge\u00a0 as\u00a0 writers-\u00ad-\u00adoften\u00a0 in\u00a0 ways\u00a0 unique\u00a0 to\u00a0 their\u00a0 cultural\u00a0 and\u00a0 linguistic\u00a0 backgrounds\u00a0 and educational\u00a0 and\u00a0 other\u00a0 social\u00a0 experiences.<\/p>\n<p>For\u00a0 these\u00a0 reasons,\u00a0 we\u00a0 urge\u00a0 writing\u00a0 teachers\u00a0 and\u00a0 writing\u00a0 program\u00a0 administrators\u00a0 to<\/p>\n<p>Recognize\u00a0 and\u00a0 take\u00a0 responsibility\u00a0 for\u00a0 the\u00a0 regular\u00a0 presence\u00a0 of\u00a0 second\u00a0 language\u00a0 writers\u00a0 in\u00a0 writing\u00a0 classes,\u00a0 to understand\u00a0 their\u00a0 characteristics,\u00a0 and\u00a0 to\u00a0 develop\u00a0 instructional\u00a0 and\u00a0 administrative\u00a0 practices\u00a0 that\u00a0 are\u00a0 sensitive\u00a0 to\u00a0 their linguistic\u00a0 and\u00a0 cultural\u00a0 needs.<\/p>\n<p>Offer\u00a0 teacher\u00a0 preparation\u00a0 in\u00a0 second\u00a0 language\u00a0 writing\u00a0 theory,\u00a0 research,\u00a0 and \u00a0instruction\u00a0 in\u00a0 the\u00a0 forms\u00a0 of\u00a0 graduate courses,\u00a0 faculty\u00a0 workshops,\u00a0 relevant\u00a0 conference\u00a0 travel,\u00a0 and,\u00a0 when\u00a0 possible,\u00a0 require\u00a0 such\u00a0 coursework\u00a0 or\u00a0 other\u00a0 similar preparation\u00a0 for\u00a0 instructors\u00a0 working\u00a0 with\u00a0 writers\u00a0 in\u00a0 a\u00a0 higher-\u00adeducation\u00a0 context.<\/p>\n<p>Offer\u00a0 graduate\u00a0 courses\u00a0 in\u00a0 second\u00a0 language\u00a0 writing\u00a0 theory,\u00a0 research,\u00a0 and\u00a0 instruction\u00a0 and,\u00a0 when\u00a0 possible,\u00a0 require\u00a0 such coursework\u00a0 or\u00a0 other\u00a0 similar\u00a0 preparation\u00a0 for\u00a0 instructors\u00a0 working\u00a0 with\u00a0 writers\u00a0 in\u00a0 a\u00a0 higher-\u00adeducation\u00a0 context.<\/p>\n<p>Investigate\u00a0 issues\u00a0 surrounding\u00a0 second\u00a0 language\u00a0 writing\u00a0 and\u00a0 writers\u00a0 in\u00a0 the\u00a0 context\u00a0 of\u00a0 writing\u00a0 programs,\u00a0 including\u00a0 first-year\u00a0 writing\u00a0 programs,\u00a0 undergraduate\u00a0 and\u00a0 graduate\u00a0 technical,\u00a0 creative,\u00a0 and\u00a0 theoretical\u00a0 writing\u00a0 courses, \u00a0writing centers,\u00a0 and\u00a0 Writing\u00a0 Across\u00a0 the\u00a0 Curriculum\u00a0 programs.<\/p>\n<p>Include\u00a0 second\u00a0 language\u00a0 perspectives\u00a0 in\u00a0 developing\u00a0 theories,\u00a0 designing\u00a0 studies,\u00a0 analyzing\u00a0 data,\u00a0 and\u00a0 discussing implications\u00a0 of\u00a0 studies\u00a0 of\u00a0 writing.<\/p>\n<p>In\u00a0 the\u00a0 following\u00a0 sections,\u00a0 we\u00a0 provide\u00a0 guidelines\u00a0 for\u00a0 instructors\u00a0 of\u00a0 writing\u00a0 and\u00a0 writing-\u00adintensive\u00a0 courses,\u00a0 for\u00a0 writing\u00a0 program administrators,\u00a0 and\u00a0 for\u00a0 teacher\u00a0 preparation.<\/p>\n<h1>Part\u00a0 Two:\u00a0 Guidelines\u00a0 for\u00a0 Writing\u00a0 and\u00a0 Writing-\u00adIntensive\u00a0 Courses<\/h1>\n<h2>Class\u00a0 Size<\/h2>\n<p>Since\u00a0 working\u00a0 with\u00a0 second\u00a0 language\u00a0 writers\u00a0 often\u00a0 requires\u00a0 additional\u00a0 feedback\u00a0 and\u00a0 conference\u00a0 time\u00a0 with\u00a0 the\u00a0 instructor, enrollments\u00a0 in\u00a0 mainstream\u00a0 classes\u00a0 with\u00a0 a\u00a0 substantial\u00a0 number\u00a0 of\u00a0 second\u00a0 language\u00a0 writers\u00a0 should\u00a0 be\u00a0 reduced\u00a0 to\u00a0 a\u00a0 maximum of\u00a0 20\u00a0 students\u00a0 per\u00a0 class.\u00a0 In\u00a0 classes\u00a0 made\u00a0 up\u00a0 exclusively\u00a0 of\u00a0 second\u00a0 language\u00a0 writers,\u00a0 enrollments\u00a0 should\u00a0 be\u00a0 limited\u00a0 to\u00a0 a maximum\u00a0 of\u00a0 15\u00a0 students\u00a0 per\u00a0 class.<\/p>\n<h2>Writing\u00a0 Assignment\u00a0 Design<\/h2>\n<p>When\u00a0 designing\u00a0 assignments,\u00a0 instructors\u00a0 should\u00a0 avoid\u00a0 topics\u00a0 that\u00a0 require\u00a0 substantial\u00a0 background\u00a0 knowledge\u00a0 that\u00a0 is\u00a0 related to\u00a0 a\u00a0 specific\u00a0 culture\u00a0 or\u00a0 history\u00a0 that\u00a0 is\u00a0 not\u00a0 being\u00a0 covered\u00a0 by\u00a0 the\u00a0 course.\u00a0 Instructors\u00a0 should\u00a0 also\u00a0 be\u00a0 aware\u00a0 that\u00a0 sensitive topics,\u00a0 such\u00a0 as\u00a0 sexuality,\u00a0 criticism\u00a0 of\u00a0 authority,\u00a0 political\u00a0 beliefs,\u00a0 personal\u00a0 experiences,\u00a0 and\u00a0 religious\u00a0 beliefs,\u00a0 are\u00a0 subject\u00a0 to differing\u00a0 levels\u00a0 of\u00a0 comfort\u00a0 among\u00a0 students\u00a0 of\u00a0 different\u00a0 cultural\u00a0 and\u00a0 educational\u00a0 backgrounds.\u00a0 We\u00a0 encourage\u00a0 instructors\u00a0 to provide\u00a0 students\u00a0 with\u00a0 multiple\u00a0 options\u00a0 for\u00a0 successfully\u00a0 completing\u00a0 an\u00a0 assignment,\u00a0 such\u00a0 as\u00a0 by\u00a0 providing\u00a0 multiple\u00a0 prompts\u00a0 or allowing\u00a0 students\u00a0 to\u00a0 write\u00a0 in\u00a0 a\u00a0 variety\u00a0 of\u00a0 genres\u00a0 for\u00a0 completing\u00a0 the\u00a0 assignment.\u00a0 Instructors\u00a0 should\u00a0 provide\u00a0 clearly\u00a0 written assignments\u00a0 so\u00a0 that\u00a0 expectations\u00a0 are\u00a0 not\u00a0 left\u00a0 tacit.<\/p>\n<h2>Assessment<\/h2>\n<p>The\u00a0 evaluation\u00a0 of\u00a0 second\u00a0 language\u00a0 texts\u00a0 should\u00a0 take\u00a0 into\u00a0 consideration\u00a0 various\u00a0 aspects\u00a0 of\u00a0 writing\u00a0 (e.g.,\u00a0 topic\u00a0 development, organization,\u00a0 grammar,\u00a0 word\u00a0 choice).\u00a0 Writing\u00a0 instructors\u00a0 should\u00a0 look\u00a0 for\u00a0 evidence\u00a0 of\u00a0 a\u00a0 text&#8217;s\u00a0 rhetorically\u00a0 effective\u00a0 features, rather\u00a0 than\u00a0 focus\u00a0 only\u00a0 on\u00a0 one\u00a0 or\u00a0 two\u00a0 of\u00a0 these\u00a0 features\u00a0 that\u00a0 stand\u00a0 out\u00a0 as\u00a0 problematic.\u00a0 To\u00a0 reduce\u00a0 the\u00a0 risk\u00a0 of\u00a0 evaluating students\u00a0 on\u00a0 the\u00a0 basis\u00a0 of\u00a0 their\u00a0 cultural\u00a0 knowledge\u00a0 rather\u00a0 than\u00a0 their\u00a0 writing\u00a0 proficiency,\u00a0 students\u00a0 should\u00a0 be\u00a0 given\u00a0 several writing\u00a0 prompts\u00a0 to\u00a0 choose\u00a0 from\u00a0 when\u00a0 appropriate.\u00a0 Writing\u00a0 prompts\u00a0 for\u00a0 placement\u00a0 and\u00a0 exit \u00a0exams\u00a0 should\u00a0 avoid\u00a0 cultural references\u00a0 that\u00a0 are\u00a0 not\u00a0 readily\u00a0 understood\u00a0 by\u00a0 people\u00a0 who\u00a0 come\u00a0 from\u00a0 various\u00a0 cultural\u00a0 backgrounds.\u00a0 When\u00a0 possible, instructors\u00a0 should\u00a0 provide\u00a0 students\u00a0 with\u00a0 a\u00a0 rubric\u00a0 which\u00a0 articulates\u00a0 assessment\u00a0 criteria.\u00a0 (See\u00a0 also\u00a0 the\u00a0 section\u00a0 on\u00a0 Writing Assignment\u00a0 Design\u00a0 and\u00a0 Teacher\u00a0 Preparation\u00a0 in\u00a0 this\u00a0 section.)<\/p>\n<p>The\u00a0 Committee\u00a0 on\u00a0 Second\u00a0 Language\u00a0 Writing\u00a0 also\u00a0 supports\u00a0 the\u00a0 recommendations\u00a0 in\u00a0 the\u00a0 CCCC\u00a0 Position\u00a0 Statement\u00a0 on<\/p>\n<p>Writing\u00a0 Assessment.\u00a0 In\u00a0 particular,\u00a0 we\u00a0 endorse\u00a0 the\u00a0 idea\u00a0 that\u00a0 best\u00a0 assessment\u00a0 practices\u00a0 use\u00a0 multiple\u00a0 measures.\u00a0 As\u00a0 the Position\u00a0 Statement\u00a0 on\u00a0 Writing\u00a0 Assessment\u00a0 states,\u00a0 \u201cwriting\u00a0 ability\u00a0 must\u00a0 be\u00a0 assessed\u00a0 by\u00a0 more\u00a0 than\u00a0 one\u00a0 piece\u00a0 of\u00a0 writing,\u00a0 in more\u00a0 than\u00a0 one\u00a0 genre,\u00a0 written\u00a0 on\u00a0 different\u00a0 occasions,\u00a0 for\u00a0 different\u00a0 audiences,\u00a0 and\u00a0 responded\u00a0 to\u00a0 and\u00a0 evaluated\u00a0 by\u00a0 multiple readers\u00a0 as\u00a0 part\u00a0 of\u00a0 a\u00a0 substantial\u00a0 and\u00a0 sustained\u00a0 writing\u00a0 process.\u201d\u00a0 In\u00a0 addition,\u00a0 we\u00a0 echo\u00a0 the\u00a0 call\u00a0 that\u00a0 \u201cbest\u00a0 assessment\u00a0 practice [that]\u00a0 respect\u00a0 language\u00a0 variety\u00a0 and\u00a0 diversity\u00a0 and\u00a0 [assess]\u00a0 writing\u00a0 on\u00a0 the\u00a0 basis\u00a0 of\u00a0 effectiveness\u00a0 for\u00a0 readers,\u00a0 acknowledging that\u00a0 as\u00a0 purposes\u00a0 vary,\u00a0 criteria\u00a0 will\u00a0 as\u00a0 well.\u201d\u00a0\u00a0\u00a0 (See\u00a0 also\u00a0 <u>http:\/\/www.ncte.org\/cccc\/resources\/positions\/writingassessment [http:\/\/www.ncte.org\/cccc\/resources\/positions\/writingassessment]\u00a0 <\/u>.)<\/p>\n<h2>Textual\u00a0 Borrowing<\/h2>\n<p>Textual\u00a0 ownership\u00a0 and\u00a0 the\u00a0 ownership\u00a0 of\u00a0 ideas\u00a0 are\u00a0 concepts\u00a0 that\u00a0 are\u00a0 culturally\u00a0 based\u00a0 and\u00a0 therefore\u00a0 not\u00a0 shared\u00a0 across cultures\u00a0 and\u00a0 educational\u00a0 systems.\u00a0\u00a0\u00a0 Further,\u00a0 &#8220;patchwriting,&#8221;\u00a0 defined\u00a0 by\u00a0 Rebecca\u00a0 Moore\u00a0 Howard,\u00a0 as\u00a0 the\u00a0 copying\u00a0 of\u00a0 sections of\u00a0 texts,\u00a0 such\u00a0 as\u00a0 phrasings\u00a0 and\u00a0 sentence\u00a0 patterns,\u00a0 is\u00a0 a\u00a0 natural\u00a0 part\u00a0 of\u00a0 the\u00a0 process\u00a0 of\u00a0 learning\u00a0 to\u00a0 write\u00a0 in\u00a0 a\u00a0 second\u00a0 language. As\u00a0 with\u00a0 native\u00a0 English\u00a0 speaking\u00a0 students,\u00a0 second\u00a0 language\u00a0 students\u00a0 may\u00a0 plagiarize\u00a0 when\u00a0 they\u00a0 panic\u00a0 about\u00a0 getting\u00a0 an assignment\u00a0 completed\u00a0 in\u00a0 time\u00a0 or\u00a0 doubt\u00a0 their\u00a0 ability\u00a0 to\u00a0 complete\u00a0 the\u00a0 assignment\u00a0 competently.\u00a0\u00a0\u00a0 Plagiarism,\u00a0 at\u00a0 many universities\u00a0 across\u00a0 the\u00a0 nation,\u00a0 is\u00a0 attributed\u00a0 to\u00a0 practices\u00a0 that\u00a0 range\u00a0 from\u00a0 the\u00a0 wholesale\u00a0 taking\u00a0 of\u00a0 an\u00a0 entire\u00a0 text\u00a0 to\u00a0 the\u00a0 improper use\u00a0 of\u00a0 citation\u00a0 convention.\u00a0 To\u00a0 help\u00a0 second\u00a0 language\u00a0 writers\u00a0 avoid\u00a0 practices\u00a0 that\u00a0 violate\u00a0 these\u00a0 institutional\u00a0 policies,\u00a0 both first-\u00adyear\u00a0 writing\u00a0 and\u00a0 writing-\u00adintensive\u00a0 instructors\u00a0 should\u00a0 teach\u00a0 and\u00a0 re-\u00adenforce\u00a0 U.S.\u00a0 expectations\u00a0 for\u00a0 textual\u00a0 borrowing\u00a0 and citation\u00a0 conventions\u00a0 so\u00a0 that\u00a0 these\u00a0 students\u00a0 are\u00a0 continuously\u00a0 learning\u00a0 this\u00a0 throughout\u00a0 their\u00a0 college\u00a0 careers.\u00a0 Instructors\u00a0 and administrators\u00a0 should\u00a0 not\u00a0 expect\u00a0 second\u00a0 language\u00a0 writers\u00a0 to\u00a0 philosophically\u00a0 grasp\u00a0 and\u00a0 perfectly\u00a0 execute\u00a0 these\u00a0 practices after\u00a0 a\u00a0 single\u00a0 lesson.\u00a0 We \u00a0advocate\u00a0 that\u00a0 instructors\u00a0 take\u00a0 extra\u00a0 care\u00a0 when\u00a0 suspecting\u00a0 a\u00a0 second\u00a0 language\u00a0 writer\u00a0 of\u00a0 plagiarism, and\u00a0 take\u00a0 into\u00a0 consideration\u00a0 the\u00a0 student&#8217;s\u00a0 cultural\u00a0 background,\u00a0 level\u00a0 of\u00a0 experience\u00a0 with\u00a0 North\u00a0 American\u00a0 educational\u00a0 systems, and\u00a0 confidence\u00a0 level\u00a0 for\u00a0 writing\u00a0 in\u00a0 English.<\/p>\n<h2>Teacher\u00a0 Preparation<\/h2>\n<p>Any\u00a0 writing\u00a0 course,\u00a0 including\u00a0 basic\u00a0 writing,\u00a0 first-\u00adyear\u00a0 composition,\u00a0 advanced\u00a0 writing,\u00a0 and\u00a0 professional\u00a0 writing,\u00a0 as\u00a0 well\u00a0 as\u00a0 any writing-\u00adintensive\u00a0 course\u00a0 that\u00a0 enrolls\u00a0 any\u00a0 second\u00a0 language\u00a0 writers\u00a0 should\u00a0 be\u00a0 taught\u00a0 by\u00a0 an\u00a0 instructor\u00a0 who\u00a0 is\u00a0 able\u00a0 to\u00a0 identify and\u00a0 is\u00a0 prepared\u00a0 to\u00a0 address\u00a0 the\u00a0 linguistic\u00a0 and\u00a0 cultural\u00a0 needs\u00a0 of\u00a0 second\u00a0 language\u00a0 writers.\u00a0\u00a0\u00a0 This\u00a0 preparation\u00a0 may\u00a0 be\u00a0 offered through\u00a0 preparing\u00a0 future\u00a0 faculty\u00a0 programs,\u00a0 first-\u00adyear\u00a0 composition\u00a0 programming\u00a0 for\u00a0 instructors,\u00a0 or\u00a0 faculty\u00a0 development programming\u00a0 offered\u00a0 through\u00a0 Writing\u00a0 Across\u00a0 the\u00a0 Curriculum\u00a0 programs,\u00a0 writing\u00a0 centers,\u00a0 ESL\u00a0 support\u00a0 services,\u00a0 or\u00a0 other campus\u00a0 initiatives.\u00a0 (More\u00a0 guidelines\u00a0 related\u00a0 to\u00a0 teacher\u00a0 preparation\u00a0 are\u00a0 provided\u00a0 in\u00a0 Part\u00a0 Four:\u00a0 Guidelines\u00a0 for\u00a0 Teacher Preparation\u00a0 and\u00a0 Preparedness.)<\/p>\n<h2>Resources\u00a0 for\u00a0 Teachers<\/h2>\n<p>Writing\u00a0 programs\u00a0 should\u00a0 provide\u00a0 resources\u00a0 for\u00a0 teachers\u00a0 working\u00a0 with\u00a0 second\u00a0 language\u00a0 writers,\u00a0 including\u00a0 textbooks\u00a0 and readers\u00a0 on\u00a0 the\u00a0 teaching\u00a0 of\u00a0 second\u00a0 language\u00a0 writing\u00a0 as\u00a0 well\u00a0 as\u00a0 reference\u00a0 materials\u00a0 such\u00a0 as\u00a0 dictionaries\u00a0 and\u00a0 grammar handbooks\u00a0 for\u00a0 language\u00a0 learners.\u00a0 Moreover,\u00a0 writing\u00a0 programs\u00a0 should\u00a0 encourage\u00a0\u00a0\u00a0 \u2014\u00a0 and\u00a0 offer\u00a0 incentives\u00a0 for\u00a0 \u2014\u00a0 teachers\u00a0 to attend\u00a0 workshops\u00a0 on\u00a0 teaching\u00a0 second\u00a0 language\u00a0 writers\u00a0 that\u00a0 are\u00a0 presented\u00a0 at\u00a0 professional\u00a0 conferences\u00a0 such\u00a0 as\u00a0 CCCC, NCTE,\u00a0 and\u00a0 Teachers\u00a0 of\u00a0 English\u00a0 to\u00a0 Speakers\u00a0 of\u00a0 Other \u00a0Languages\u00a0 (TESOL).\u00a0 Writing\u00a0 programs\u00a0 without\u00a0 experts\u00a0 in\u00a0 second language\u00a0 writing\u00a0 are\u00a0 encouraged\u00a0 to\u00a0 seek\u00a0 consultation\u00a0 from\u00a0 disciplinary\u00a0 experts.<\/p>\n<h1>Part\u00a0 Three:\u00a0 Guidelines\u00a0 for\u00a0 Writing\u00a0 Programs<\/h1>\n<h2>First-\u00adYear\u00a0 Composition<\/h2>\n<h3>Placement<\/h3>\n<p>Decisions\u00a0 regarding\u00a0 the\u00a0 placement\u00a0 of\u00a0 second\u00a0 language\u00a0 writers\u00a0 into\u00a0 first-\u00adyear\u00a0 writing\u00a0 courses\u00a0 should\u00a0 be\u00a0 based\u00a0 on\u00a0 students\u2019 writing\u00a0 proficiency\u00a0 rather\u00a0 than\u00a0 their\u00a0 race,\u00a0 native-\u00adlanguage\u00a0 background,\u00a0 nationality,\u00a0 or\u00a0 immigration\u00a0 status.\u00a0 Nor\u00a0 should\u00a0 the decisions\u00a0 be\u00a0 based\u00a0 solely\u00a0 on\u00a0 the\u00a0 scores\u00a0 from\u00a0 standardized\u00a0 tests\u00a0 of\u00a0 general\u00a0 language\u00a0 proficiency\u00a0 or\u00a0 of\u00a0 spoken\u00a0 language proficiency.\u00a0 Instead,\u00a0 scores\u00a0 from\u00a0 the\u00a0 direct\u00a0 assessment\u00a0 of\u00a0 students\u2019\u00a0 writing\u00a0 proficiency\u00a0 should\u00a0 be \u00a0used,\u00a0 and\u00a0 multiple\u00a0 writing samples\u00a0 should\u00a0 be\u00a0 consulted\u00a0 whenever\u00a0 possible.\u00a0 Writing\u00a0 programs\u00a0 should\u00a0 work\u00a0 toward\u00a0 making\u00a0 a\u00a0 wide\u00a0 variety\u00a0 of\u00a0 placement options\u00a0 available\u2014including\u00a0 mainstreaming,\u00a0 basic\u00a0 writing,\u00a0 and\u00a0 second\u00a0 language\u00a0 writing\u00a0 as\u00a0 well\u00a0 as\u00a0 courses\u00a0 that systematically\u00a0 integrate\u00a0 native\u00a0 and\u00a0 nonnative\u00a0 speakers\u00a0 of\u00a0 English,\u00a0 such\u00a0 as\u00a0 cross-\u00adcultural\u00a0 composition\u00a0 courses.<\/p>\n<p><strong>\u00a0 <\/strong><\/p>\n<p>Placing\u00a0 residential\u00a0 second\u00a0 language\u00a0 students\u00a0 in\u00a0 appropriate\u00a0 college\u00a0 writing\u00a0 courses\u00a0 can\u00a0 be\u00a0 especially\u00a0 challenging\u00a0 because not\u00a0 all\u00a0 students\u00a0 self-\u00adidentify\u00a0 as\u00a0 \u201cESL,\u201d\u00a0 \u201cmultilingual\u201d\u00a0 or\u00a0 \u201csecond\u00a0 language\u201d\u00a0 students.\u00a0 Some\u00a0 students\u00a0 may\u00a0 welcome\u00a0 the opportunity\u00a0 to\u00a0 enroll\u00a0 in\u00a0 a\u00a0 writing\u00a0 course\u00a0 designated\u00a0 for\u00a0 second\u00a0 language\u00a0 writers\u00a0 for\u00a0 the\u00a0 additional\u00a0 language\u00a0 support\u00a0 while others\u00a0 may\u00a0 prefer\u00a0 to\u00a0 enroll\u00a0 in\u00a0 a\u00a0 mainstream\u00a0 first-\u00adyear\u00a0 composition\u00a0 course.\u00a0\u00a0\u00a0 Due\u00a0 to\u00a0 these\u00a0 considerations,\u00a0 we\u00a0 advocate Directed\u00a0 Self-\u00adPlacement\u00a0 as\u00a0 a\u00a0 means\u00a0 of\u00a0 determining\u00a0 the\u00a0 most\u00a0 appropriate\u00a0 placement\u00a0 for\u00a0 second\u00a0 language\u00a0 writers\u00a0 (for\u00a0 more information\u00a0 on\u00a0 Directed\u00a0 Self-\u00adPlacement,\u00a0 see\u00a0 Royer\u00a0 and\u00a0 Gilles).\u00a0 Writing\u00a0 programs\u00a0 should\u00a0 inform\u00a0 students\u00a0 of\u00a0 the\u00a0 advantages and\u00a0 disadvantages\u00a0 of\u00a0 each\u00a0 placement\u00a0 option \u00a0so\u00a0 that\u00a0 students\u00a0 can\u00a0 make\u00a0 informed\u00a0 decisions,\u00a0 and\u00a0 should\u00a0 make\u00a0 this opportunity\u00a0 available\u00a0 to\u00a0 both\u00a0 international\u00a0 and\u00a0 residential\u00a0 second\u00a0 language\u00a0 students.<\/p>\n<h3>Credit<\/h3>\n<p>Second\u00a0 language\u00a0 sections\u00a0 of\u00a0 first-\u00adyear\u00a0 composition\u00a0 courses\u00a0 should\u00a0 be\u00a0 offered\u00a0 for\u00a0 credit\u00a0 that\u00a0 satisfies\u00a0 the\u00a0 college\u2019s\u00a0 or university\u2019s\u00a0 writing\u00a0 requirement.\u00a0 Second\u00a0 language\u00a0 writing\u00a0 courses\u00a0 prerequisite\u00a0 to\u00a0 required\u00a0 composition\u00a0 courses\u00a0 should\u00a0 be offered\u00a0 for\u00a0 credit\u00a0 that\u00a0 can\u00a0 be\u00a0 used\u00a0 toward\u00a0 satisfying\u00a0 the\u00a0 foreign-\u00adlanguage\u00a0 requirement\u00a0 and\u00a0 should\u00a0 receive\u00a0 the\u00a0 same\u00a0 credit accorded\u00a0 other\u00a0 prerequisite\u00a0 composition\u00a0 courses.<\/p>\n<h2>Writing\u00a0 Across\u00a0 the\u00a0 Curriculum\/Writing\u00a0 in\u00a0 the\u00a0 Disciplines\u00a0 Programs<\/h2>\n<p>Beyond\u00a0 the\u00a0 composition\u00a0 requirements,\u00a0 writing\u00a0 instruction,\u00a0 at\u00a0 some\u00a0 institutions,\u00a0 is\u00a0 encouraged\u00a0 or\u00a0 required\u00a0 to\u00a0 further\u00a0 promote academic\u00a0 literacy\u00a0 and\u00a0 prepare\u00a0 students\u00a0 for\u00a0 disciplinary\u00a0 discourse\u00a0 within\u00a0 and\u00a0 beyond\u00a0 the\u00a0 academy\u00a0 (this\u00a0 includes\u00a0 professional writing\u00a0 courses,\u00a0 often\u00a0 taught\u00a0 in\u00a0 English\u00a0 departments).\u00a0 Therefore,\u00a0 the\u00a0 literacy\u00a0 support\u00a0 of\u00a0 second\u00a0 language\u00a0 writers\u00a0 needs\u00a0 to extend\u00a0 beyond\u00a0 the\u00a0 composition\u00a0 requirement\u00a0 as\u00a0 well.<\/p>\n<p>&nbsp;<\/p>\n<p>Institutions\u00a0 requiring\u00a0 undergraduates\u00a0 to\u00a0 complete\u00a0 writing-\u00adintensive\u00a0 courses\u00a0 across\u00a0 the\u00a0 curriculum\u00a0 should\u00a0 offer\u00a0 faculty development\u00a0 in\u00a0 second\u00a0 language\u00a0 writing\u00a0 that\u00a0 should\u00a0 include\u00a0 information\u00a0 about\u00a0 second\u00a0 language\u00a0 writing\u00a0 development, information\u00a0 about\u00a0 second\u00a0 language\u00a0 populations\u00a0 at\u00a0 the\u00a0 institution,\u00a0 approaches\u00a0 for\u00a0 designing\u00a0 writing\u00a0 assignments\u00a0 that\u00a0 are culturally\u00a0 inclusive,\u00a0 and\u00a0 approaches\u00a0 for\u00a0 assessing\u00a0 writing\u00a0 that\u00a0 are\u00a0 ethical\u00a0 in\u00a0 relation\u00a0 to\u00a0 second\u00a0 language\u00a0 writing.\u00a0 When possible,\u00a0 institutions\u00a0 are\u00a0 encouraged\u00a0 to\u00a0 design\u00a0 resources\u00a0 that\u00a0 accommodate\u00a0 their\u00a0 writing\u00a0 students\u00a0 who\u00a0 have\u00a0 moved\u00a0 beyond the\u00a0 first-\u00adyear\u00a0 writing\u00a0 program\u00a0 (e.g.,\u00a0 a\u00a0 campus\u00a0 with\u00a0 a\u00a0 large\u00a0 number\u00a0 of\u00a0 second\u00a0 language\u00a0 writers\u00a0 taking\u00a0 technical\u00a0 writing courses\u00a0 may\u00a0 develop\u00a0 a\u00a0 separate\u00a0 section\u00a0 for\u00a0 second\u00a0 language\u00a0 writers\u00a0 taught\u00a0 by\u00a0 an\u00a0 individual\u00a0 with\u00a0 expertise\u00a0 in\u00a0 both\u00a0 fields). Institutions\u00a0 requiring\u00a0 a\u00a0 writing\u00a0 assessment\u00a0 as\u00a0 a\u00a0 graduation\u00a0 requirement\u00a0 should\u00a0 design\u00a0 this\u00a0 writing\u00a0 assessment\u00a0 so\u00a0 that\u00a0 it\u00a0 is fair\u00a0 and\u00a0 equitable \u00a0for\u00a0 second\u00a0 language\u00a0 writers.<\/p>\n<h2>Writing\u00a0 Centers<\/h2>\n<p>Writing\u00a0 centers\u00a0 offer\u00a0 crucial\u00a0 resources\u00a0 to\u00a0 second\u00a0 language\u00a0 students.\u00a0 These\u00a0 students\u00a0 often\u00a0 visit\u00a0 the\u00a0 writing\u00a0 center\u00a0 seeking support\u00a0 in\u00a0 understanding\u00a0 writing\u00a0 assignments,\u00a0 developing\u00a0 a \u00a0piece\u00a0 of\u00a0 writing,\u00a0 and\u00a0 to\u00a0 gauge\u00a0 reader\u00a0 response\u00a0 to\u00a0 their\u00a0 writing. They\u00a0 may\u00a0 also\u00a0 seek\u00a0 input\u00a0 on\u00a0 interpreting\u00a0 teacher\u00a0 feedback\u00a0 or\u00a0 assessment\u00a0 and\u00a0 learning\u00a0 more\u00a0 about\u00a0 nuances\u00a0 of\u00a0 the\u00a0 English language.\u00a0\u00a0\u00a0 Therefore,\u00a0 it\u00a0 is\u00a0 imperative\u00a0 that\u00a0 writing\u00a0 centers\u00a0 model\u00a0 and\u00a0 discuss\u00a0 effective\u00a0 approaches\u00a0 for\u00a0 working\u00a0 with\u00a0 second language\u00a0 writers\u00a0 in\u00a0 tutor\u00a0 training,\u00a0 make\u00a0 available\u00a0 reference\u00a0 materials\u00a0 specific\u00a0 to\u00a0 language\u00a0 learners\u00a0 such\u00a0 as\u00a0 dictionaries\u00a0 on idiomatic\u00a0 English,\u00a0 and\u00a0 hire\u00a0 tutors\u00a0 with\u00a0 specialized\u00a0 knowledge\u00a0 in\u00a0 second\u00a0 language\u00a0 writing.\u00a0\u00a0\u00a0 Writing\u00a0 centers\u00a0 that\u00a0 hire multilingual\u00a0 tutors\u00a0 will\u00a0 have\u00a0 someone\u00a0 who\u00a0 can\u00a0 provide\u00a0 second\u00a0 language\u00a0 writing\u00a0 students\u00a0 with\u00a0 first-\u00adhand\u00a0 writing\u00a0 strategies\u00a0 as well\u00a0 as\u00a0 empathy.<\/p>\n<h2>Support\u00a0 for\u00a0 Graduate\u00a0 Students<\/h2>\n<p>At\u00a0 institutions\u00a0 with\u00a0 graduate\u00a0 programs,\u00a0 various\u00a0 writing\u00a0 administrators\u00a0 (especially\u00a0 WAC\u00a0 directors),\u00a0 second\u00a0 language acquisition\u00a0 specialists,\u00a0 and\/or\u00a0 other\u00a0 informed\u00a0 advocates\u00a0 of\u00a0 second\u00a0 language\u00a0 writers\u00a0 should\u00a0 work\u00a0 closely\u00a0 with\u00a0 graduate programs\u00a0 enrolling\u00a0 second\u00a0 language\u00a0 writers\u00a0 to\u00a0 create\u00a0 discipline-\u00adspecific\u00a0 writing\u00a0 support,\u00a0 such\u00a0 as\u00a0 a\u00a0 graduate\u00a0 writing\u00a0 fellows program,\u00a0 English\u00a0 for\u00a0 Academic\u00a0 Purposes\u00a0 courses,\u00a0 or\u00a0 English\u00a0 for\u00a0 Specific\u00a0 Purposes\u00a0 courses.\u00a0\u00a0\u00a0 In\u00a0 these\u00a0 courses\u00a0 second language\u00a0 writing\u00a0 graduate\u00a0 students\u00a0 can\u00a0 learn\u00a0 to\u00a0 examine\u00a0 discipline-\u00adspecific\u00a0 discourse,\u00a0 and\u00a0 they\u00a0 can\u00a0 compose\u00a0 texts\u00a0 that\u00a0 will help\u00a0 them\u00a0 fulfill\u00a0 program\u00a0 requirements \u00a0and\u00a0 participate\u00a0 in\u00a0 professionalization\u00a0 opportunities,\u00a0 in\u00a0 addition\u00a0 to\u00a0 learning\u00a0 academic English\u00a0 literacy\u00a0 conventions.\u00a0 Also\u00a0 second\u00a0 language\u00a0 graduate\u00a0 writers\u00a0 can\u00a0 benefit\u00a0 from\u00a0 a\u00a0 writing\u00a0 center\u00a0 with\u00a0 a\u00a0 staff\u00a0 well-versed\u00a0 in\u00a0 graduate-\u00adlevel\u00a0 literacy\u00a0 expectations\u00a0 and\u00a0 second\u00a0 language\u00a0 writing.<\/p>\n<h1>Part\u00a0 Four:\u00a0 Guidelines\u00a0 for\u00a0 Teacher\u00a0 Preparation\u00a0 and\u00a0 Preparedness<\/h1>\n<p>The\u00a0 teaching\u00a0 of\u00a0 writing\u00a0 occurs\u00a0 in\u00a0 multiple\u00a0 contexts,\u00a0 from\u00a0 the\u00a0 type\u00a0 of\u00a0 course\u00a0 (basic\u00a0 writing,\u00a0 first-\u00adyear\u00a0 composition, professional\u00a0 writing,\u00a0 WAC\/WID,\u00a0 graduate\u00a0 writing,\u00a0 writing\u00a0 centers\u00a0 and\u00a0 intensive\u00a0 English\u00a0 courses)\u00a0 to\u00a0 the\u00a0 media\u00a0 through\u00a0 which the\u00a0 course\u00a0 is\u00a0 taught\u00a0 (online\u00a0 classes,\u00a0 hybrid\u00a0 classes).\u00a0 As\u00a0 instructors\u00a0 prepare\u00a0 for\u00a0 these\u00a0 teaching\u00a0 contexts\u00a0 and\u00a0 student populations,\u00a0 they\u00a0 will\u00a0 need\u00a0 to\u00a0 consider\u00a0 some\u00a0 of\u00a0 the\u00a0 pedagogical\u00a0 assumptions\u00a0 that\u00a0 inform\u00a0 their\u00a0 practices.\u00a0\u00a0\u00a0 Writing\u00a0 instructor preparation\u00a0 needs\u00a0 to\u00a0 expand\u00a0 instructors&#8217;\u00a0 knowledge\u00a0 of\u00a0 writing\u00a0 issues\u00a0 in\u00a0 general,\u00a0 as\u00a0 well\u00a0 as\u00a0 how\u00a0 to\u00a0 specifically\u00a0 work\u00a0 with second\u00a0 language\u00a0 writers.\u00a0 Writing\u00a0 programs\u00a0 should\u00a0 encourage\u00a0 instructors\u00a0 to\u00a0 perceive\u00a0 their\u00a0 institutional\u00a0 roles\u00a0 as\u00a0 guides\u00a0 that will\u00a0 help\u00a0 all\u00a0 students\u00a0 develop\u00a0 their\u00a0 academic\u00a0 literacy\u00a0 by\u00a0 identifying\u00a0 the\u00a0 strengths\u00a0 and\u00a0 the\u00a0 issues\u00a0 that\u00a0 need\u00a0 the\u00a0 student&#8217;s attention.\u00a0 To\u00a0 this\u00a0 end,\u00a0 second\u00a0 language\u00a0 writing\u00a0 should\u00a0 be\u00a0 integrated\u00a0 throughout\u00a0 the\u00a0 professional\u00a0 preparation\u00a0 and development\u00a0 programs\u00a0 of\u00a0 all\u00a0 writing\u00a0 teachers,\u00a0 whether\u00a0 that\u00a0 be\u00a0 through\u00a0 a\u00a0 practicum\u00a0 experience,\u00a0 through\u00a0 WAC\u00a0 workshops,\u00a0 or through\u00a0 writing\u00a0 center\u00a0 training.\u00a0 If\u00a0 case\u00a0 studies\u00a0 are\u00a0 used\u00a0 as\u00a0 a\u00a0 methodology,\u00a0 for\u00a0 example,\u00a0 students\u00a0 might\u00a0 also\u00a0 conduct\u00a0 case studies\u00a0 with\u00a0 second\u00a0 language \u00a0writers.\u00a0 If\u00a0 observation\u00a0 is\u00a0 used,\u00a0 students\u00a0 should\u00a0 consider\u00a0 observing\u00a0 both\u00a0 NES\u00a0 and\u00a0 NNES students.\u00a0 If\u00a0 student\u00a0 texts\u00a0 are\u00a0 shared\u00a0 for\u00a0 analysis,\u00a0 both\u00a0 NES\u00a0 and\u00a0 NNES\u00a0 texts\u00a0 should\u00a0 be\u00a0 used.<\/p>\n<h2>Cultural\u00a0 Beliefs\u00a0 Related\u00a0 to\u00a0 Writing<\/h2>\n<p>Teacher\u00a0 preparation\u00a0 should\u00a0 include\u00a0 information\u00a0 about\u00a0 cultural\u00a0 beliefs\u00a0 related\u00a0 to\u00a0 writing.\u00a0\u00a0\u00a0 Second\u00a0 language\u00a0 writers\u00a0 often\u00a0 come from\u00a0 contexts\u00a0 in\u00a0 which\u00a0 writing\u00a0 is\u00a0 shaped\u00a0 by\u00a0 linguistic\u00a0 and\u00a0 cultural\u00a0 features\u00a0 different\u00a0 from\u00a0 their\u00a0 NES\u00a0 peers.\u00a0 Beliefs\u00a0 related\u00a0 to individuality\u00a0 versus\u00a0 collectivity,\u00a0 ownership\u00a0 of\u00a0 text\u00a0 and\u00a0 ideas,\u00a0 student\u00a0 versus\u00a0 teacher\u00a0 roles,\u00a0 revision,\u00a0 structure,\u00a0 the\u00a0 meaning of\u00a0 different\u00a0 rhetorical\u00a0 moves,\u00a0 writer\u00a0 and\u00a0 reader\u00a0 responsibility,\u00a0 and\u00a0 the\u00a0 roles\u00a0 of\u00a0 research\u00a0 and\u00a0 inquiry\u00a0 all\u00a0 impact\u00a0 how\u00a0 student writers\u00a0 shape\u00a0 their\u00a0 texts.<\/p>\n<h2>Assignments<\/h2>\n<p>Writing\u00a0 instructors\u00a0 should\u00a0 gain\u00a0 experience\u00a0 in\u00a0 reflecting\u00a0 on\u00a0 how\u00a0 writing\u00a0 assignments\u00a0 may\u00a0 tacitly\u00a0 include\u00a0 cultural\u00a0 assumptions or\u00a0 tacitly\u00a0 rely\u00a0 on\u00a0 knowledge\u00a0 of\u00a0 culturally-\u00adspecific\u00a0 information.\u00a0\u00a0\u00a0 Writing\u00a0 instructors\u00a0 should\u00a0 also\u00a0 gain\u00a0 experience\u00a0 designing writing\u00a0 assignments\u00a0 with\u00a0 second\u00a0 language\u00a0 students\u00a0 in\u00a0 mind,\u00a0 considering\u00a0 topics\u00a0 that\u00a0 are\u00a0 culturally\u00a0 sensitive\u00a0 to\u00a0 second language\u00a0 writers\u00a0 and\u00a0 including\u00a0 directions\u00a0 easily\u00a0 understandable\u00a0 to\u00a0 multiple\u00a0 audiences.\u00a0 Discussions\u00a0 on\u00a0 assignment\u00a0 design might\u00a0 include\u00a0 scaffolding,\u00a0 creating\u00a0 benchmarks\u00a0 within\u00a0 larger\u00a0 projects,\u00a0 and\u00a0 incorporating\u00a0 additional\u00a0 resources\u00a0 such \u00a0as\u00a0 the writing\u00a0 center.\u00a0 Discussions\u00a0 might\u00a0 also\u00a0 include\u00a0 methods\u00a0 for\u00a0 teaching\u00a0 students\u00a0 the\u00a0 multiple\u00a0 rhetorical\u00a0 elements\u00a0 that\u00a0 influence a\u00a0 text&#8217;s\u00a0 rhetorical\u00a0 effectiveness,\u00a0 as\u00a0 well\u00a0 as\u00a0 reflections\u00a0 on\u00a0 students&#8217;\u00a0 negotiations\u00a0 between\u00a0 composing\u00a0 in\u00a0 a\u00a0 home\u00a0 country language\u00a0 (including\u00a0 variations\u00a0 of\u00a0 English)\u00a0 and\u00a0 composing\u00a0 in\u00a0 academic\u00a0 English.<\/p>\n<h2>Building\u00a0 on\u00a0 Students&#8217;\u00a0 Competencies<\/h2>\n<p>Teacher\u00a0 preparation\u00a0 programs\u00a0 should\u00a0 encourage\u00a0 instructors\u00a0 to\u00a0 identify\u00a0 strengths\u00a0 second\u00a0 language\u00a0 writers\u00a0 bring\u00a0 to\u00a0 the classroom.\u00a0 Instructors\u00a0 should\u00a0 look\u00a0 for\u00a0 opportunities\u00a0 to\u00a0 use\u00a0 students&#8217;\u00a0 current\u00a0 literacy\u00a0 practices\u00a0 as\u00a0 a\u00a0 foundation\u00a0 for\u00a0 teaching the\u00a0 expectations\u00a0 of\u00a0 academic\u00a0 literacy.\u00a0 For\u00a0 example,\u00a0 teaching\u00a0 writing\u00a0 with\u00a0 technology\u00a0 can\u00a0 give\u00a0 second\u00a0 language\u00a0 writing students\u00a0 an\u00a0 opportunity\u00a0 to\u00a0 build\u00a0 upon\u00a0 the\u00a0 literacy\u00a0 practices\u00a0 with\u00a0 which\u00a0 they\u00a0 are\u00a0 already\u00a0 familiar\u00a0 and\u00a0 comfortable.\u00a0 Those students\u00a0 who\u00a0 have\u00a0 access\u00a0 to\u00a0 technology\u00a0 can\u00a0 be\u00a0 relatively\u00a0 proficient\u00a0 with\u00a0 multiple\u00a0 applications,\u00a0 especially\u00a0 second\u00a0 language students\u00a0 who\u00a0 use\u00a0 the\u00a0 technology\u00a0 to\u00a0 keep\u00a0 in\u00a0 touch\u00a0 with\u00a0 home\u00a0 and\u00a0 reach\u00a0 out\u00a0 to\u00a0 people\u00a0 around\u00a0 the\u00a0 world.\u00a0 These\u00a0 students often\u00a0 demonstrate\u00a0 savvy\u00a0 rhetorical\u00a0 strategies,\u00a0 including\u00a0 the\u00a0 ability\u00a0 to\u00a0 communicate\u00a0 with\u00a0 others\u00a0 who\u00a0 write\u00a0 in\u00a0 other\u00a0 varieties\u00a0 of English.\u00a0 With\u00a0 the\u00a0 help\u00a0 of\u00a0 an\u00a0 instructor,\u00a0 second\u00a0 language\u00a0 writers\u00a0 can\u00a0 learn\u00a0 to\u00a0 bridge\u00a0 the\u00a0 strategies\u00a0 they\u00a0 use\u00a0 to\u00a0 communicate socially\u00a0 through\u00a0 digital\u00a0 media\u00a0 to\u00a0 the\u00a0 expectations\u00a0 of\u00a0 the\u00a0 academy.\u00a0 Therefore,\u00a0 instructors\u00a0 need\u00a0 to\u00a0 learn\u00a0 how\u00a0 to\u00a0 proficiently work\u00a0 with\u00a0 the\u00a0 writing\u00a0 tools\u00a0 and\u00a0 within\u00a0 the\u00a0 writing\u00a0 contexts\u00a0 that\u00a0 will\u00a0 help\u00a0 second\u00a0 language\u00a0 writers\u00a0 create\u00a0 these\u00a0 bridges.\u00a0 As\u00a0 in this\u00a0 case,\u00a0 instructors\u00a0 need\u00a0 to\u00a0 be\u00a0 trained\u00a0 to\u00a0 work\u00a0 with\u00a0 various\u00a0 writing\u00a0 media\u00a0 (e.g.,\u00a0 computer\u00a0 programs)\u00a0 so\u00a0 that\u00a0 they\u00a0 can\u00a0 take advantage\u00a0 of\u00a0 these\u00a0 pedagogical\u00a0 opportunities.<\/p>\n<h2>Response<\/h2>\n<p>It\u00a0 may\u00a0 take\u00a0 more\u00a0 time\u00a0 for\u00a0 an\u00a0 instructor\u00a0 to\u00a0 &#8220;hear&#8221;\u00a0 what\u00a0 a\u00a0 second\u00a0 language\u00a0 writer\u00a0 is\u00a0 attempting\u00a0 to\u00a0 communicate\u00a0 through\u00a0 a piece\u00a0 of\u00a0 writing.\u00a0\u00a0\u00a0 Second\u00a0 language\u00a0 students\u00a0 may\u00a0 require\u00a0 more\u00a0 conferencing\u00a0 time\u00a0 with\u00a0 their\u00a0 teachers,\u00a0 so\u00a0 that\u00a0 teachers\u00a0 can discuss\u00a0 global\u00a0 issues\u00a0 first,\u00a0 and\u00a0 then\u00a0 attend\u00a0 to\u00a0 local\u00a0 issues.\u00a0 Teacher\u00a0 preparation\u00a0 should\u00a0 include\u00a0 discussion\u00a0 on\u00a0 how\u00a0 the\u00a0 prose second\u00a0 language\u00a0 writers\u00a0 produce\u00a0 can\u00a0 violate\u00a0 their\u00a0 aesthetic\u00a0 expectations\u00a0 for\u00a0 academic\u00a0 English;\u037e\u00a0 instructors,\u00a0 instead, \u00a0should look\u00a0 for\u00a0 the\u00a0 textual\u00a0 features\u00a0 that\u00a0 are\u00a0 rhetorically\u00a0 effective,\u00a0 and\u00a0 prioritize\u00a0 two\u00a0 or\u00a0 three\u00a0 mechanical\u00a0 or\u00a0 stylistic\u00a0 issues\u00a0 that individual\u00a0 second\u00a0 language\u00a0 writers\u00a0 should\u00a0 focus\u00a0 on\u00a0 throughout\u00a0 the\u00a0 duration\u00a0 of\u00a0 the\u00a0 course.\u00a0 Teacher\u00a0 preparation\u00a0 should include\u00a0 discussion\u00a0 on\u00a0 how\u00a0 response\u00a0 tools,\u00a0 such\u00a0 as\u00a0 rubrics,\u00a0 conferencing,\u00a0 might\u00a0 consider\u00a0 these\u00a0 differences.<\/p>\n<h2>Sustaining\u00a0 the\u00a0 Conversation<\/h2>\n<p>Teacher\u00a0 preparation\u00a0 experiences\u00a0 are\u00a0 often\u00a0 held\u00a0 as\u00a0 meetings\u00a0 during\u00a0 an\u00a0 orientation,\u00a0 guest\u00a0 lectures\u00a0 by\u00a0 experts,\u00a0 faculty workshops,\u00a0 and\u00a0 graduate-\u00adlevel\u00a0 seminars.\u00a0 While\u00a0 there\u00a0 is\u00a0 value\u00a0 in\u00a0 single\u00a0 experience\u00a0 situations\u00a0 (e.g.,\u00a0 a\u00a0 guest\u00a0 lecture,\u00a0 a\u00a0 single workshop,\u00a0 or\u00a0 a\u00a0 single\u00a0 class\u00a0 dedicated\u00a0 to\u00a0 second\u00a0 language\u00a0 issues),\u00a0 instructors\u00a0 will\u00a0 be\u00a0 better\u00a0 prepared\u00a0 to\u00a0 work\u00a0 with\u00a0 second language\u00a0 students\u00a0 if\u00a0 issues\u00a0 of\u00a0 second\u00a0 language\u00a0 writing\u00a0 and\u00a0 writers\u00a0 are\u00a0 a\u00a0 consistent\u00a0 feature\u00a0 that\u00a0 is\u00a0 re-\u00adenforced\u00a0 throughout their\u00a0 training\u00a0 in\u00a0 writing\u00a0 instruction,\u00a0 especially\u00a0 in-\u00adservice\u00a0 training\u00a0 encouraged\u00a0 of\u00a0 all\u00a0 writing\u00a0 instructors.<\/p>\n<h1>Part\u00a0 Five:\u00a0 Considering\u00a0 L2\u00a0 Writing\u00a0 Concerns\u00a0 in\u00a0 Local\u00a0 Contexts<\/h1>\n<p>The\u00a0 role\u00a0 English\u00a0 has\u00a0 assumed\u00a0 as\u00a0 the\u00a0 \u201c<em>lingua\u00a0 franca<\/em>\u201d\u00a0 of\u00a0 academic,\u00a0 business,\u00a0 political,\u00a0 and\u00a0 technical\u00a0 communication internationally\u00a0 has\u00a0 increased\u00a0 the\u00a0 demand\u00a0 for\u00a0 English\u00a0 instruction\u00a0 in\u00a0 global\u00a0 contexts.US\u00a0 colleges\u00a0 and\u00a0 their\u00a0 surrounding communities\u00a0 have\u00a0 grown\u00a0 considerably\u00a0 more\u00a0 diverse\u00a0 in\u00a0 recent\u00a0 years.\u00a0 Recent\u00a0 statistics\u00a0 collected\u00a0 by\u00a0 the\u00a0 US\u00a0 Census\u00a0 Bureau indicate\u00a0 that\u00a0 almost\u00a0 20\u00a0 %\u00a0 of\u00a0 the\u00a0 US\u00a0 population\u00a0 speaks\u00a0 a\u00a0 language\u00a0 other\u00a0 than\u00a0 English\u00a0 at\u00a0 home\u00a0 (<em>American\u00a0 FactFinder<\/em>). Writing\u00a0 programs\u00a0 should\u00a0 consider\u00a0 that\u00a0 students\u00a0 enrolled\u00a0 in\u00a0 US\u00a0 college\u00a0 composition\u00a0 courses\u2014\u201cESL\u201d\u00a0 or\u00a0 \u201cmainstream\u201d\u2014as well\u00a0 as\u00a0 in\u00a0 writing\u00a0 and\u00a0 writing-\u00adintensive\u00a0 courses\u00a0 across\u00a0 the\u00a0 curriculum\u00a0 may\u00a0 vary\u00a0 in\u00a0 their\u00a0 linguistic\u00a0 backgrounds\u00a0 and\u00a0 their experiences\u00a0 with\u00a0 academic\u00a0 English.\u00a0\u00a0\u00a0 We\u00a0 recommend\u00a0 writing\u00a0 programs\u00a0 develop\u00a0 a\u00a0 better\u00a0 awareness\u00a0 of\u00a0 the\u00a0 language experiences\u00a0 of\u00a0 their\u00a0 students,\u00a0 including\u00a0 understanding\u00a0 the\u00a0 evolution\u00a0 of\u00a0 English\u2014its\u00a0 fluidity\u00a0 and\u00a0 its\u00a0 global\u00a0 variation\u00a0 (i.e., World\u00a0 Englishes).<\/p>\n<h2>Building\u00a0 Awareness\u00a0 of\u00a0 Local\u00a0 Multilingual\u00a0 Populations<\/h2>\n<p>We\u00a0 recommend\u00a0 that\u00a0 writing\u00a0 programs\u00a0 familiarize\u00a0 themselves\u00a0 with\u00a0 the\u00a0 multilingual\u00a0 populations\u00a0 surrounding\u00a0 their\u00a0 institutions. Doing\u00a0 so\u00a0 not\u00a0 only\u00a0 provides\u00a0 valuable\u00a0 insight\u00a0 into\u00a0 the\u00a0 language\u00a0 experiences\u00a0 of\u00a0 some\u00a0 students\u00a0 in\u00a0 your\u00a0 writing\u00a0 programs,\u00a0 but\u00a0 it also\u00a0 could\u00a0 identify\u00a0 large\u00a0 multilingual\u00a0 populations\u00a0 wishing\u00a0 to\u00a0 matriculate\u00a0 into\u00a0 the\u00a0 college\/university.\u00a0 Information\u00a0 on\u00a0 local populations\u00a0 can\u00a0 be\u00a0 collected\u00a0 from\u00a0 the\u00a0 US\u00a0 Census\u00a0 Bureau\u2019s\u00a0 American\u00a0 FactFinder\u00a0 website.\u00a0 Also,\u00a0 websites\u00a0 such\u00a0 as\u00a0 the National\u00a0 Center\u00a0 for\u00a0 Education\u00a0 Statistics\u00a0 provides\u00a0 data\u00a0 on\u00a0 the\u00a0 number\u00a0 of\u00a0 English\u00a0 Language\u00a0 Learners\u00a0 (ELL)\u00a0 receiving\u00a0 special services\u00a0 in\u00a0 area\u00a0 high\u00a0 schools,\u00a0 some\u00a0 of\u00a0 whom\u00a0 might\u00a0 aspire\u00a0 to\u00a0 enter\u00a0 the\u00a0 university\u00a0 one\u00a0 day.\u00a0 Such\u00a0 information\u00a0 can\u00a0 be collected\u00a0 and\u00a0 disseminated\u00a0 on\u00a0 a\u00a0 centrally\u00a0 managed\u00a0 university\u00a0 website\u00a0 for\u00a0 the\u00a0 benefit\u00a0 of\u00a0 both\u00a0 instructors\u00a0 within\u00a0 the composition\u00a0 program\u00a0 and\u00a0 other\u00a0 university\u00a0 faculty.<\/p>\n<h2>Collecting\u00a0 Information\u00a0 on\u00a0 Language\u00a0 Use\u00a0 and\u00a0 Language\u00a0 Background<\/h2>\n<p>Further,\u00a0 writing\u00a0 programs\u00a0 should\u00a0 actively\u00a0 seek\u00a0 to\u00a0 determine\u00a0 the\u00a0 language\u00a0 use\u00a0 and\u00a0 language\u00a0 backgrounds\u00a0 of\u00a0 their\u00a0 students, particularly\u00a0 since\u00a0 many\u00a0 universities\u00a0 often\u00a0 do\u00a0 not\u00a0 collect\u00a0 such\u00a0 information\u00a0 from\u00a0 multilingual\u00a0 students\u00a0 who\u00a0 enter\u00a0 the\u00a0 university from\u00a0 US\u00a0 high\u00a0 schools.\u00a0 Yearly\u00a0 surveys\u00a0 conducted\u00a0 across\u00a0 the\u00a0 sections\u00a0 of\u00a0 first-\u00adyear\u00a0 writing\u00a0 could\u00a0 provide\u00a0 writing\u00a0 programs\u00a0 with insight\u00a0 into\u00a0 the\u00a0 language\u00a0 needs\u00a0 of\u00a0 students\u00a0 in\u00a0 their\u00a0 courses.\u00a0 Further,\u00a0 posting\u00a0 the\u00a0 results\u00a0 of\u00a0 these\u00a0 surveys\u00a0 on\u00a0 a\u00a0 centrally managed\u00a0 website\u00a0 could\u00a0 help\u00a0 educate\u00a0 faculty\u00a0 across\u00a0 the\u00a0 university\u00a0 on\u00a0 the\u00a0 language\u00a0 needs\u00a0 and\u00a0 backgrounds\u00a0 of\u00a0 their students.<\/p>\n<h2>Encouraging\u00a0 Cross-\u00adInstitutional\u00a0 Collaborations<\/h2>\n<p>For\u00a0 many\u00a0 resident\u00a0 second\u00a0 language\u00a0 students,\u00a0 the\u00a0 journey\u00a0 from\u00a0 secondary\u00a0 school\u00a0 to\u00a0 postsecondary\u00a0 is\u00a0 often\u00a0 met\u00a0 with awkward\u00a0 or\u00a0 inconsistent\u00a0 transitions\u00a0 (Harklau).\u00a0 Writing\u00a0 teachers\u00a0 and \u00a0writing\u00a0 program\u00a0 administrators\u00a0 would\u00a0 benefit\u00a0 greatly\u00a0 from developing\u00a0 a\u00a0 better\u00a0 understanding\u00a0 of\u00a0 these\u00a0 students\u00a0 &#8216;\u00a0 experiences\u00a0 prior\u00a0 to\u00a0 entering\u00a0 the\u00a0 college\u00a0 or\u00a0 university\u00a0 setting.\u00a0\u00a0\u00a0 One way\u00a0 to\u00a0 begin\u00a0 to\u00a0 learn\u00a0 about\u00a0 those\u00a0 experiences\u00a0 and\u00a0 to\u00a0 facilitate\u00a0 a\u00a0 more\u00a0 fluid\u00a0 journey\u00a0 across\u00a0 these\u00a0 educational\u00a0 contexts\u00a0 is\u00a0 to create\u00a0 more\u00a0 opportunities\u00a0 for\u00a0 cross-\u00adinstitutional\u00a0 collaborations\u00a0 with\u00a0 secondary\u00a0 schools\u00a0 and\u00a0 local\u00a0 secondary\u00a0 school\u00a0 teachers. Some\u00a0 possibilities\u00a0 for\u00a0 encouraging\u00a0 such\u00a0 collaborations\u00a0 might\u00a0 include\u00a0 bridge\u00a0 programs\u00a0 for\u00a0 local\u00a0 second\u00a0 language\u00a0 students, writing\u00a0 center\u00a0 outreach\u00a0 to\u00a0 local\u00a0 schools,\u00a0 and\u00a0 collaborations\u00a0 with\u00a0 English\u00a0 teacher\u00a0 education\u00a0 programs.<\/p>\n<p>For\u00a0 more\u00a0 information,\u00a0 see\u00a0 the\u00a0 NCTE\u00a0 Position\u00a0 Paper\u00a0 on\u00a0 the\u00a0 Role\u00a0 of\u00a0 English\u00a0 Teachers\u00a0 in\u00a0 Educating\u00a0 English\u00a0 Language<\/p>\n<p>Learners\u00a0 (ELLs):\u00a0 <u>http:\/\/www.ncte.org\/positions\/statements\/teacherseducatingell<\/u><\/p>\n<p><u>[http:\/\/www.ncte.org\/positions\/statements\/teacherseducatingell]<\/u><\/p>\n<h2>Part\u00a0 Six:\u00a0 Selected\u00a0 Bibliography<\/h2>\n<p><em>American\u00a0 FactFinder<\/em>.\u00a0 n.d.\u00a0 U.S.\u00a0 Census\u00a0 Bureau.\u00a0 Web.\u00a0 10\u00a0 October\u00a0 2009.\u00a0 &lt;<u>http:\/\/factfinder.census.gov [http:\/\/factfinder.census.gov]\u00a0 <\/u>&gt;.<\/p>\n<p>Braine,\u00a0 George.\u00a0 \u201cStarting\u00a0 ESL\u00a0 Classes\u00a0 in\u00a0 Freshman\u00a0 Writing\u00a0 Programs.\u201d\u00a0 <em>TESOL\u00a0 Journal<\/em>\u00a0 3.4\u00a0 (1994):\u00a0 22-\u00ad25.<\/p>\n<p>&nbsp;<\/p>\n<p>Bruce,\u00a0 Shanti,\u00a0 and\u00a0 Ben\u00a0 Rafoth,\u00a0 ed.\u00a0 <em>ESL\u00a0 Writers:\u00a0 A\u00a0 Guide\u00a0 for\u00a0 Writing\u00a0 Center\u00a0 Tutors<\/em>,\u00a0 2nd\u00a0 ed.\u00a0 Portsmouth,\u00a0 NH:\u00a0 Boynton\/Cook Heinemann,\u00a0 2009.\u00a0 Print.<\/p>\n<p>Canagarjah,\u00a0 Suresh.\u00a0 The\u00a0 Place\u00a0 of\u00a0 World\u00a0 Englishes\u00a0 in\u00a0 Composition:\u00a0 Pluralization\u00a0 Continued.\u00a0 <em>College\u00a0 Composition\u00a0 and Communication<\/em>\u00a0 57.4\u00a0 (2006):\u00a0 586-\u00ad619.\u00a0 JSTOR.\u00a0 PDF\u00a0 file.<\/p>\n<p>Casanave,\u00a0 Christine\u00a0 Pearson.\u00a0 <em>Controversies\u00a0 in\u00a0 Second\u00a0 Language\u00a0 Writing:\u00a0 Dilemmas\u00a0 and\u00a0 Decisions\u00a0 in\u00a0 Research\u00a0 and Instruction<\/em>.\u00a0 Ann\u00a0 Arbor:\u00a0 U\u00a0 of\u00a0 Michigan\u00a0 P,\u00a0 2004.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Cox,\u00a0 Michelle,\u00a0 Jay\u00a0 Jordan,\u00a0 Christina\u00a0 Ortmeier-\u00adHooper,\u00a0 and\u00a0 Gwen\u00a0 Gray\u00a0 Schwartz,\u00a0 eds.\u00a0 <em>Reinventing\u00a0 Identities\u00a0 in\u00a0 Second Language\u00a0 Writing<\/em>.\u00a0 Urbana,\u00a0 IL:\u00a0 NCTE,\u00a0 forthcoming\u00a0 2010.<\/p>\n<p>Currie,\u00a0 Pat.\u00a0\u00a0\u00a0 \u201cStaying\u00a0 Out\u00a0 of\u00a0 Trouble:\u00a0 Apparent\u00a0 Plagiarism\u00a0 and\u00a0 Academic\u00a0 Survival.\u201d\u00a0\u00a0\u00a0 <em>Journal\u00a0 of\u00a0 Second\u00a0 Language\u00a0 Writing<\/em>\u00a0 7.1 (1998):\u00a0 l-\u00ad18.<\/p>\n<p>&nbsp;<\/p>\n<p>Ferris,\u00a0 Dana\u00a0 R.,\u00a0 <em>Teaching\u00a0 College\u00a0 Writing\u00a0 to\u00a0 Diverse\u00a0 Student\u00a0 Populations<\/em>.\u00a0 Ann\u00a0 Arbor:\u00a0 U\u00a0 of\u00a0 Michigan\u00a0 P,\u00a0 2009.\u00a0 Print.<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad.\u00a0 <em>Treatment\u00a0 of\u00a0 Error\u00a0 in\u00a0 Second\u00a0 Language\u00a0 Student\u00a0 Writing<\/em>.\u00a0 Ann\u00a0 Arbor:\u00a0 U\u00a0 of\u00a0 Michigan\u00a0 P,\u00a0 2002.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 and\u00a0 John\u00a0 S.\u00a0 Hedgcock.\u00a0 <em>Teaching\u00a0 ESL\u00a0 Composition:\u00a0 Purpose,\u00a0 Process,\u00a0 and\u00a0 Practice<\/em>,\u00a0 2nd\u00a0 ed.\u00a0 Mahwah,\u00a0 NJ:\u00a0 Erlbaum, 2005.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Harklau,\u00a0 Linda,\u00a0 Kay\u00a0 Losey,\u00a0 and\u00a0 Meryl\u00a0 Siegal,\u00a0 ed.\u00a0 <em>Generation\u00a0 1.5\u00a0 Meets\u00a0 College\u00a0 Composition:\u00a0 Issues\u00a0 in\u00a0 the\u00a0 Teaching\u00a0 of Writing\u00a0 to\u00a0 U.S.-\u00adEducated\u00a0 Learners\u00a0 of\u00a0 ESL<\/em>.\u00a0 Mahwah,\u00a0 NJ:\u00a0 Erlbaum,\u00a0 1999.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Horner,\u00a0 Bruce,\u00a0 Min-\u00adZhan\u00a0 Lu,\u00a0 and\u00a0 Paul\u00a0 Kei\u00a0 Matsuda,\u00a0 eds.\u00a0 Cross-\u00adLanguage\u00a0 Relations\u00a0 in\u00a0 Composition.\u00a0 Carbondale:\u00a0 Southern Illinois\u00a0 UP,\u00a0 forthcoming\u00a0 2010.<\/p>\n<p>Howard,\u00a0 Rebecca\u00a0 Moore.\u00a0 \u201cPlagiarisms,\u00a0 Authorships,\u00a0 and\u00a0 the\u00a0 Academic\u00a0 Death\u00a0 Penalty.\u201d\u00a0 <em>College\u00a0 English<\/em>\u00a0 57.7\u00a0 (November 1995):\u00a0 708-\u00ad36.\u00a0 <em>JSTOR<\/em>.\u00a0\u00a0\u00a0 PDF\u00a0 file.<\/p>\n<p>Kroll,\u00a0 Barbara,\u00a0 ed.\u00a0 <em>Exploring\u00a0 the\u00a0 Dynamics\u00a0 of\u00a0 Second\u00a0 Language\u00a0 Writing<\/em>.\u00a0 New\u00a0 York:\u00a0 Cambridge\u00a0 UP,\u00a0 2003.\u00a0 Print.<\/p>\n<p>Lam,\u00a0 W.\u00a0 S.\u00a0 E.\u00a0 L2\u00a0 Literacy\u00a0 and\u00a0 the\u00a0 Design\u00a0 of\u00a0 the\u00a0 Self:\u00a0 A\u00a0 Case\u00a0 Study\u00a0 of\u00a0 a\u00a0 Teenager\u00a0 Writing\u00a0 on\u00a0 the\u00a0 Internet.\u00a0 <em>TESOL\u00a0 Quarterly <\/em>34.3\u00a0 (2000):\u00a0 457\u2013482.\u00a0 <em>JSTOR<\/em>.\u00a0 PDF\u00a0 file.<\/p>\n<p>&nbsp;<\/p>\n<p>Leki,\u00a0 Ilona.\u00a0 <em>Undergraduates\u00a0 in\u00a0 a\u00a0 Second\u00a0 Language:\u00a0 Challenges\u00a0 and\u00a0 Complexities\u00a0 of\u00a0 Academic\u00a0 Literacy\u00a0 Development<\/em>. Mahwah,\u00a0 NJ:\u00a0 Erlbaum,\u00a0 2007.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 and\u00a0 Rosa\u00a0 Manchon,\u00a0 ed.\u00a0 <em>Journal\u00a0 of\u00a0 Second\u00a0 Language\u00a0 Writing<\/em>.\u00a0 New\u00a0 York:\u00a0 Elsevier.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 Alister\u00a0 Cumming,\u00a0 and\u00a0 Tony\u00a0 Silva.\u00a0 <em>A\u00a0 Synthesis\u00a0 of\u00a0 Research\u00a0 on\u00a0 Second\u00a0 Language\u00a0 Writing\u00a0 in\u00a0 English<\/em>.\u00a0 New\u00a0 York: Routledge,\u00a0 2008.\u00a0\u00a0\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Matsuda,\u00a0 Paul\u00a0 Kei.\u00a0 \u201cBasic\u00a0 Writing\u00a0 and\u00a0 Second\u00a0 Language\u00a0 Writers:\u00a0 Toward\u00a0 an\u00a0 Inclusive\u00a0 Definition.\u201d\u00a0 <em>Journal\u00a0 of\u00a0 Basic\u00a0 Writing <\/em>22.2\u00a0 (2003):\u00a0 67-\u00ad89.\u00a0\u00a0\u00a0 <em>EBSCOhost:\u00a0 Communications\u00a0 and\u00a0 Mass\u00a0 Media\u00a0 Complete<\/em>,\u00a0 PDF\u00a0 file.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad.\u00a0 \u201cComposition\u00a0 Studies\u00a0 and\u00a0 ESL\u00a0 Writing:\u00a0 A\u00a0 Disciplinary\u00a0 Division\u00a0 of\u00a0 Labor.\u201d\u00a0 <em>College\u00a0 Composition\u00a0 and\u00a0 Communication<\/em>\u00a0 50.4 (1999):\u00a0 699-\u00ad721.\u00a0 <em>JSTOR<\/em>.\u00a0 PDF\u00a0 file.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad.\u00a0 \u201cThe\u00a0 Myth\u00a0 of\u00a0 Linguistic\u00a0 Homogeneity\u00a0 in\u00a0 U.S.\u00a0 College\u00a0 Composition.\u201d\u00a0 <em>College\u00a0 English<\/em>\u00a0 68.6\u00a0 (2006):\u00a0 637-\u00ad51.\u00a0 <em>JSTOR<\/em>.\u00a0 PDF file.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad.\u00a0 \u201cSituating\u00a0 ESL\u00a0 Writing\u00a0 in\u00a0 a\u00a0 Cross-\u00adDisciplinary\u00a0 Context.\u201d\u00a0 <em>Written\u00a0 Communication<\/em>\u00a0 15.1\u00a0 (1998):\u00a0 99-\u00ad121.\u00a0 <em>Sage\u00a0 Premier<\/em>. PDF\u00a0 file.<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 Michelle\u00a0 Cox,\u00a0 Jay\u00a0 Jordan,\u00a0 and\u00a0 Christina\u00a0 Ortmeier-\u00adHooper,\u00a0 ed.\u00a0 <em>Second\u00a0 Language\u00a0 Writing\u00a0 in\u00a0 the\u00a0 Composition\u00a0 Classroom: A\u00a0 Critical\u00a0 Sourcebook<\/em>.\u00a0 Boston:\u00a0 Bedford\/St.\u00a0 Martin&#8217;s;\u037e\u00a0 Urbana:\u00a0 NCTE,\u00a0 2006.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 Maria\u00a0 Fruit\u00a0 and\u00a0 Tamara\u00a0 Lee\u00a0 Burton\u00a0 Lamm,\u00a0 ed.\u00a0 Bridging\u00a0 the\u00a0 Disciplinary\u00a0 Divide:\u00a0 Integrating\u00a0 a\u00a0 Second-\u00adLanguage<\/p>\n<p>Perspective\u00a0 into\u00a0 Writing\u00a0 Programs.\u00a0 Spec.\u00a0 issue\u00a0 of\u00a0 <em>WPA:\u00a0 Writing\u00a0 Program\u00a0 Administration<\/em>\u00a0 30.1-\u00ad2\u00a0 (2006).\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 Christina\u00a0 Ortmeier-\u00adHooper\u00a0 and\u00a0 Xiaoye\u00a0 You,\u00a0 ed.\u00a0 <em>The\u00a0 Politics\u00a0 of\u00a0 Second\u00a0 Language\u00a0 Writing:\u00a0 In\u00a0 Search\u00a0 of\u00a0 the\u00a0 Promised Land<\/em>.\u00a0 West\u00a0 Lafayette,\u00a0 IN:\u00a0 Parlor,\u00a0 2006.\u00a0\u00a0\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>-\u00ad-\u00ad-\u00ad-\u00ad-\u00ad,\u00a0 and\u00a0 Tony\u00a0 Silva,\u00a0 ed.\u00a0 <em>Second\u00a0 Language\u00a0 Writing\u00a0 Research:\u00a0 Perspectives\u00a0 on\u00a0 the\u00a0 Process\u00a0 of\u00a0 Knowledge\u00a0 Construction<\/em>. Mahwah,\u00a0 NJ:\u00a0 Erlbaum,\u00a0 2005.\u00a0 Print.<\/p>\n<p>Ortmeier-\u00adHooper,\u00a0 Christina.\u00a0 \u201cEnglish\u00a0 May\u00a0 Be\u00a0 My\u00a0 Second\u00a0 Language,\u00a0 but\u00a0 I&#8217;m\u00a0 Not\u00a0 &#8216;ESL.&#8217;\u201c\u00a0 <em>College\u00a0 Composition\u00a0 and Communication<\/em>\u00a0 59.3\u00a0 (2008):\u00a0 389-\u00ad419.\u00a0\u00a0\u00a0 <em>JSTOR<\/em>.\u00a0 PDF\u00a0 file.<\/p>\n<p>&nbsp;<\/p>\n<p>Raimes,\u00a0 Ann.\u00a0 <em>Grammar\u00a0 Troublespots:\u00a0 A\u00a0 Guide\u00a0 for\u00a0 Student\u00a0 Writers<\/em>.\u00a0 New\u00a0 York:\u00a0 Cambridge\u00a0 UP,\u00a0 2004.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Roberge,\u00a0 Mark,\u00a0 Meryl\u00a0 Siegal,\u00a0 and\u00a0 Linda\u00a0 Harklau,\u00a0 ed.\u00a0 <em>Generation\u00a0 1.5\u00a0 in\u00a0 College\u00a0 Composition:\u00a0 Teaching\u00a0 Academic\u00a0 Writing\u00a0 to U.S.-\u00adEducated\u00a0 Learners\u00a0 of\u00a0 ESL<\/em>.\u00a0 New\u00a0 York:\u00a0 Routledge,\u00a0 2009.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Robertson,\u00a0 Wayne,\u00a0 director.\u00a0\u00a0\u00a0 <em>Writing\u00a0 Across\u00a0 Borders<\/em>.\u00a0 Oregon\u00a0 State\u00a0 University,\u00a0 2005.\u00a0 Film.<\/p>\n<p>(For\u00a0 more\u00a0 information,\u00a0 go\u00a0 to\u00a0 <u>http:\/\/wic.oregonstate.edu\/writingacrossborders [http:\/\/wic.oregonstate.edu\/writingacrossborders]\u00a0 <\/u>).<\/p>\n<p>Royer,\u00a0 Daniel\u00a0 and\u00a0 Roger\u00a0 Gilles,\u00a0 ed.\u00a0 <em>Directed\u00a0 Self-\u00adPlacement:\u00a0 Principles\u00a0 and\u00a0 Practices<\/em>.\u00a0 Cresskill,\u00a0 NJ:\u00a0 Hampton,\u00a0 2003.\u00a0 Print.<\/p>\n<p>Silva,\u00a0 Tony.\u00a0 \u201cAn\u00a0 Examination\u00a0 of\u00a0 Writing\u00a0 Program\u00a0 Administrators&#8217;\u00a0 Options\u00a0 for\u00a0 the\u00a0 Placement\u00a0 of\u00a0 ESL\u00a0 Students\u00a0 in\u00a0 the\u00a0 First Year\u00a0 Writing\u00a0 Classes.\u201d\u00a0 <em>WPA:\u00a0 Writing\u00a0 Program\u00a0 Administration<\/em>\u00a0 18.1-\u00ad2\u00a0 (1994):\u00a0 37-\u00ad43.\u00a0 Print.<\/p>\n<p>&nbsp;<\/p>\n<p>Swales,\u00a0 John\u00a0 M.,\u00a0 and\u00a0 Christine\u00a0 B.\u00a0 Feak.\u00a0 <em>English\u00a0 in\u00a0 Today&#8217;s\u00a0 Research\u00a0 World:\u00a0 A\u00a0 Writing\u00a0 Guide<\/em>.\u00a0 Ann\u00a0 Arbor:\u00a0 U\u00a0 of\u00a0 Mighican\u00a0 P, 2000.\u00a0 Print.<\/p>\n<p>Tardy,\u00a0 Christine.\u00a0 <em>Building\u00a0 Genre\u00a0 Knowledge<\/em>.\u00a0 West\u00a0 Lafayette,\u00a0 IN:\u00a0 Parlor,\u00a0 2009.\u00a0 Print.<\/p>\n<p>Trimbur,\u00a0 John.\u00a0 \u201cThe\u00a0 Dartmouth\u00a0 Conference\u00a0 and\u00a0 the\u00a0 Geohistory\u00a0 of\u00a0 the\u00a0 Native\u00a0 Speaker.\u201d\u00a0 <em>College\u00a0 English<\/em>\u00a0 71.2\u00a0 (2008):\u00a0 142-\u00ad69.\u00a0 <em>JSTOR<\/em>.\u00a0 PDF\u00a0 file.<\/p>\n<p>U.S.\u00a0 Institute\u00a0 of\u00a0 Education\u00a0 Sciences.\u00a0 <em>National\u00a0 Center\u00a0 for\u00a0 Education\u00a0 Statistics<\/em>.\u00a0 U.S.\u00a0 Department\u00a0 of\u00a0 Education.\u00a0 Web.\u00a0 10 October\u00a0 2009.\u00a0 &lt;<u>http:\/\/nces.ed.gov\u00a0 [http:\/\/nces.ed.gov\/]\u00a0 <\/u>.&gt;<\/p>\n<p>Zamel,\u00a0 Vivian\u00a0 and\u00a0 Ruth\u00a0 Spack,\u00a0 ed.\u00a0 <em>Crossing\u00a0 the\u00a0 Curriculum:\u00a0 Multilingual \u00a0Learners\u00a0 in\u00a0 College\u00a0 Classrooms<\/em>.\u00a0 Mahwah,\u00a0 NJ: Erlbaum,\u00a0 2003.\u00a0 Print.<\/p>\n<p><strong><em>This\u00a0 position\u00a0 statement\u00a0 may\u00a0 be\u00a0 printed,\u00a0 copied,\u00a0 and\u00a0 disseminated\u00a0 without\u00a0 permission\u00a0 from\u00a0 NCTE.<\/em><\/strong><\/p>\n<p>Copyright\u00a0 \u00a9\u00a0 1998-\u00ad2014\u00a0 National\u00a0 Council\u00a0 of\u00a0 Teachers\u00a0 of\u00a0 English.\u00a0 All\u00a0 rights\u00a0 reserved\u00a0 in\u00a0 all\u00a0 media.<\/p>\n<p>1111\u00a0 W.\u00a0 Kenyon\u00a0 Road,\u00a0 Urbana,\u00a0 Illinois\u00a0 61801-\u00ad1096\u00a0 Phone:\u00a0 217-\u00ad328-\u00ad3870\u00a0 or\u00a0 877-\u00ad369-\u00ad6283<\/p>\n<p>Looking\u00a0 for\u00a0 information?\u00a0 Browse\u00a0 our\u00a0 <u>FAQs\u00a0 [http:\/\/www.ncte.org\/faq]\u00a0 <\/u>,\u00a0 tour\u00a0 our\u00a0 <u>sitemap\u00a0 [http:\/\/www.ncte.org\/sitemap]\u00a0 <\/u>and <u>store\u00a0 sitemap\u00a0 [https:\/\/secure.ncte.org\/store\/sitemap]\u00a0 <\/u>,\u00a0 or\u00a0 <u>contact\u00a0 NCTE\u00a0 [http:\/\/www.ncte.org\/contact]<\/u><\/p>\n<p>Read\u00a0 our\u00a0 <u>Privacy\u00a0 Policy\u00a0 [http:\/\/www.ncte.org\/privacy]\u00a0 <\/u>Statement\u00a0 and\u00a0 <u>Links\u00a0 Policy\u00a0 [http:\/\/www.ncte.org\/links]\u00a0 <\/u>.\u00a0 Use\u00a0 of\u00a0 this site\u00a0 signifies\u00a0 your\u00a0 agreement\u00a0 to\u00a0 the\u00a0 <u>Terms\u00a0 of\u00a0 Use\u00a0 [http:\/\/www.ncte.org\/terms]<\/u><\/p>\n<p>This\u00a0 document\u00a0 was\u00a0 printed\u00a0 from\u00a0 <u>http:\/\/www.ncte.org\/cccc\/resources\/positions\/secondlangwriting<\/u>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Conference\u00a0 on\u00a0 College\u00a0 Composition\u00a0 and\u00a0 Communication January\u00a0 2001 Revised\u00a0 November\u00a0 2009 Part\u00a0 One:\u00a0 General\u00a0 Statement The\u00a0 Conference\u00a0 on\u00a0 College\u00a0 Composition\u00a0 and\u00a0 Communication\u00a0 (CCCC)\u00a0 recognizes\u00a0 the\u00a0 presence\u00a0 of\u00a0 a\u00a0 growing\u00a0 number\u00a0 of second\u00a0 language\u00a0 writers\u00a0 in\u00a0 institutions\u00a0 of\u00a0 higher\u00a0 education\u00a0 across\u00a0 North\u00a0 America,\u00a0 including\u00a0 technical\u00a0 colleges,\u00a0 two-\u00adyear colleges,\u00a0 four-\u00adyear\u00a0 institutions,\u00a0 and\u00a0 graduate\u00a0 programs.\u00a0 As\u00a0 colleges\u00a0 and\u00a0 &hellip; <a href=\"http:\/\/blogs.shu.edu\/english\/cccc-statement-on-second-language-writing-and-writers\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;CCCC\u00a0 Statement\u00a0 on\u00a0 Second\u00a0 Language\u00a0 Writing\u00a0 and\u00a0 Writers&#8221;<\/span><\/a><\/p>\n","protected":false},"author":637,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-1664","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/1664","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/637"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=1664"}],"version-history":[{"count":1,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/1664\/revisions"}],"predecessor-version":[{"id":1665,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/1664\/revisions\/1665"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=1664"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}