TEACHING SECOND LANGUAGE COMPOSITION LING 5331 (3 credits) Course Syllabus

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1 TEACHING SECOND LANGUAGE COMPOSITION LING 5331 (3 credits) Course Syllabus Fall 2009 CRN Class Time: Monday 6:00-8:50 p.m. (LART 103) Instructor: Dr. Alfredo Urzúa B. Office: LART 114 Phone: (915) Office hours: M 1:30-2:30 & 4:30-5:30; W 10:30-12:00 & 1:30-2:30; or by appointment. If learning to write in a second language were simply a matter of knowing how to write things down in the new code, the teaching of writing would be a relatively easy task. A.O. Hadley (2001:280) the historical trajectory of L2 writing has moved from narrow focuses and tight control over L2 writing toward a growing interest in the context in which that writing takes place, both the individual context and the broad sociopolitical and historical context. We have partial answers to such central questions as what good writing is and what good writing is good for, how L2 writing is done, and how we should teach L2 writing. But explorations continue from perspectives that shift over time, as they should. Perhaps disciplines evolve in ways similar to the way natural language acquisition takes place, with each important new perspective unsettling and causing a salutary restructuring of previous and presumed-settled understandings. I. Leki (2005:68) Course description In this graduate seminar, prospective and in-service teachers reflect on a number of pertinent issues in teaching academic writing to linguistically and culturally diverse learners. Through a comprehensive overview of the research base in academic writing in the field of English as a Second Language (ESL), the members of the class explore the pedagogical implications of second language writing theories and research findings by engaging in critical reading and interactive discussions, individual and group projects, and reflective activities. Throughout the course, class participants are also challenged to reflect on their own writing experiences as teachers or students, and to critically analyze methodologies, techniques, materials, and assessment procedures that are commonly used in L2 writing classrooms. Course objectives Participants will a) understand similarities and differences between first and second language composition. b) view second language composition from a theoretical and research perspective and gain knowledge of past and current pedagogical approaches in L2 composition. c) get acquainted with different methodologies, practices, and techniques commonly used in teaching L2 composition and critically assess their effectiveness and appropriateness. d) recognize the importance of individual, social, and contextual factors in the teaching of second language composition as well as their impact on instructional programs and materials, classroom practices, and development support services. d) develop ways to evaluate different teaching activities and materials. e) adopt a reflective perspective towards L2 teaching and professional development. 1

2 Required textbooks - Hyland, K. (2003). Second language writing. Cambridge/New York, NY: Cambridge University Press. [KH] - Casanave, C. P. (2004). Controversies in second language writing. Ann Arbor, MI: The University of Michigan Press. [CPC] Recommended bibliography* Ferris, D.R. (2009). Teaching college writing to diverse student populations. Ann Arbor, MI: the University of Michigan Press. Ferris, D., & Hedgcock, J.S. (1998). Teaching ESL composition. Mahwah, NJ: Lawrence Erlbaum Associates. [F & H] Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: The University of Michigan Press. Leki, I., Cumming, A., Silva, T. (2008). A synthesis of research on second language writing in English. New York, NY: Routledge. Matsuda, P.K., & Silva, T. (2005). Second language writing research. Mahwah, NJ: Lawrence Erlbaum Associates. Matsuda, P.K., Cox, M., Jordan, J., & Ortmeir-Hooper, C. (2006). Second-language writing in the composition classroom. Boston, MA: Bedford/St. Martin s. [M & al] Note* Assigned chapters from recommended books will be available through Blackboard. Tentative Schedule (subject to change) Week CLASS TOPIC READINGS / ASSIGNMENTS W1 8/24 Introduction to course content Class syllabus W2 8/31 Key concepts and orientations + beliefs about writing & teaching writing KH Ch.1 CPC Ch. 1 W3 9/7 Labor Day University closed Brief historical perspective F&H Ch. 1 and M&al. Ch. 2 Planning and drafting Assignment 1 W4 9/14 L1 and L2 writers Differences among L2 learners & settings KH Ch. 2 and M&al., Ch.4,5,6 or 7 Assignment 1 due W5 9/21 Contrastive rhetoric Schemata and cultural differences CPC Ch. 2 Project 1: Submit references W6 9/28 What is good writing? Accuracy vs. fluency (and other factors) CPC Ch. 3 Project 1: Collect and annotate texts W7 10/5 Error correction and teacher comments Students reactions to teacher feedback KH Ch. 7 and Frodesen, pp Project 1: Draft synthesis & class presentation W8 10/12 Project 1 CLASS PRESENTATIONS Project 1 due Assignment 2: Set up observations W9 Syllabus design and lesson planning KH Ch. 3 10/19 W10 10/26 Approaches to syllabus organization Texts and materials in the writing class Designing and selecting materials Assignment 2: Conduct observations KH Ch.4 and M&al., Ch. 14 Assignment 2: Drafting report 2

3 W11 11/2 W12 11/9 W13 11/16 W14 11/23 W15 11/30 Exams Week 12/7 Tasks in the L2 writing class Types and components of writing tasks Assessment in the Writing Class Objectivity, reliability, and validity Audience and plagiarism and/or Politics and ideology Technology in the L2 writing class and CALL resources for writing Project 2: Conferencing Project 2 CLASS PRESENTATIONS KH Ch. 5 Assignment 2 due CPC Ch. 4 and/or KH Ch 8 Assignment 3: Drafting text CPC Ch. 5 and CPC Ch. 6 Assignment 3 due Project 2: Design and content selection KH Ch. 6 and M&al., ch 16 Project 2: Drafting / development Project 2: Conferencing Project 2: Revision / draft class presentation Project 2 due Weekly Reading Cards Each week (except weeks 3, 8, and 15), you should complete and submit a one-page reading card based on assigned readings (cards should be typed; format to be provided in class). Each card includes: a) something new you learned from the readings; b) an insightful / intriguing quote from the text, c) a question regarding something that remains unclear or that you would like to know more about; d) a personal statement, opinion, or critique. NOTE* you are allowed to skip one reading card during the semester. Course Assignments* Assignment 1- Autobiography as L2 Writing Teacher or L2 Writer You will write a 5-page autobiography either as an L2 writing teacher or as an L2 writer. The purpose of this assignment is to enable you to gain insights by (i) reflecting on your own experience as an L2 writing teacher or writer, (2) examining your own beliefs and assumptions about teaching writing and learning to write in a second language, and (3) exploring personal conflicts, problems, and strategies in the development of L2 writing skills. Assignment 2- Classroom / Writing Conference Observation For this assignment, you can either observe two L2 writing class sessions or two tutoring/writing conference sessions (these may be conducted within the ESOL program at UTEP). The purpose of this assignment is to relate theoretical issues discussed in class with real classroom practices. You should use an observation guide in order to focus your attention while conducting your observations and write a brief report describing and discussing the events observed. Assignment 3 - Reflection on autobiography / readings / class content Near the end of the semester, you will respond to your autobiography by reexamining your beliefs/assumptions and your philosophy about, and approach to, teaching and learning L2 writing, based on your experience in this course. This reflective response should also re-examine main topics covered in class and include a self-evaluation of your understanding of main issues and dilemmas in teaching second language composition. This is meant to provide you with an opportunity to reflect on your own learning and development within the context of this course. 3

4 Course Projects PROJECT 1. Annotated Bibliography, Literature Review, and Class Presentation For this project, you should choose a specific topic/area within the field of second language writing/composition and select 7-8 recent journal articles or book chapters (preferably published during the past five years) about that topic. After annotating these items, you will use the information collected to write a synthesis (6-8 pages) in which you demonstrate your familiarity with, and critical thinking on, the chosen topic. Your synthesis should be organized around key issues emerging from the literature. It should include a component that reflects your own critical thinking and assessment in terms of what is still unknown in this area and what needs to be done to advance the knowledge base. You need to decide on a topic within the first few weeks of the semester and send me a list of at least 12 references (indicating the ones to be annotated), for approval, by September 21 st. The annotated bibliography and literature review/synthesis should be submitted in APA format. In addition, you will put together a 20-minute presentation on your topic to be conducted in class. PROJECT 2. Choose ONE of the following options: Option A. An instructional unit for an ESL writing textbook This is a materials development project. If you choose this option, you need to create materials for 2 hour of instructions to achieve a specific set of writing objectives and for a particular target student population (age/level of proficiency). The project should have a thematic organization, and it should include a variety of writing activities. The materials should be designed as if they were part of a writing textbook for ESL students. Option B. A professional workshop for L2 writing teachers. This project consists of designing and developing a 3-hour workshop that discusses a specific area or topic relevant to ESL teachers or second language composition teachers. The final project should include a description of the target audience, formulation of general and specific objectives, actual workshop materials and activities, evaluation tools, and list of references. You may also include information materials (e.g., announcement, fliers, letter of invitation). Option C. A research study proposal You will develop a complete research proposal for a study investigating a specific area of L2 writing development. The research study should be empirical in nature (one that includes data collection and analysis) and the proposal should be organized following the conventions of this type of documents, i.e., introduction, literature review, rationale/justification, research questions/hypotheses, subjects, data collection, method of analysis, expected results. Option D. An essay-review of a recent L2 writing / composition book You need to select a recent textbook about a specific area/topic of L2 writing/composition and write a 4-5 page essay review critically discussing the content and organization of the book, its strengths and weaknesses, its relevance to teachers of L2 composition, and its contributions to the field (if any). The essay should follow the conventions of the genre. It is recommended that you follow the guidelines used in a professional journal that includes this type of book reviews. NOTE* More information regarding homework assignments and class projects will be provided in class and/or posted in Blackboard. It is strongly recommended that you meet with me early in the semester and as often as necessary thereafter to discuss the topic, characteristics, and components of your assignments and projects. 4

5 Course Evaluation Class assignments 30 % (10% each) Weekly reading cards 10 % Course Projects 50 % (25% each) Class participation 10 % 100 % Grading System As stated in the UTEP catalog, credit is given in the Graduate School for the grades A, B, and C only. Grades will be given according to the following system: A B C F Excellent Good Sufficient Failure Course Policies and Expectations You are expected to attend all class sessions. Regular attendance is important because class participants are expected to learn not only from readings and projects but also from class interaction, group collaboration, formal and informal discussions, and class presentations. If possible, absences should be notified to the instructor in advance. Absences due to medical reasons or emergencies need to be adequately justified or documented. One or two unexcused absences will affect the course grade by up to 10 points. Three or more unexcused absences may result in failure of the course. If absent, you are responsible for obtaining / learning about any materials, assignments, notices, etc., given / covered in class. Active discussion is key to the success of the course. You are expected to contribute to inclass discussion, bringing into class your own background and experience as teachers and learners. The outcome of the course will be excellent if everyone is involed and engaged in the classroom activities. Of course, this also entails completing and reflecting on the required readings and assignment before each class session. All assignments and project reports must be submitted on the due date. No late assignments are accepted (unless permission is given in advance, and this is a one-time only concession). Papers and reports should be typed (font 12, 1.5 spacing) and should include a cover page. You may be asked to submit both an electronic version and a hard copy of your papers. All beepers/cell phones should be turned off during class time (unless you get special permission). A valid UTEP account is necessary to receive class announcements and to be able to access supplementary readings, guidelines, discussion groups, etc. through Blackboard (Online Course Management System). Course evaluation Student evaluations provide important feedback to the instructor and they are essential for measuring teaching effectiveness in the profession. Chairs and Deans examine course evaluations every year in order to assess faculty performance, and committees at all levels of the university rely on evaluations in making decisions. Before the last week of classes, you will be asked to complete course evaluation forms, which are anonymous and confidential. 5

6 Instructional Accommodations Due to Disability In accordance with University policy, a student who needs special accommodations because of a documented sensory and/or learning disability (even if temporary) should contact the Disabled Student Services Office (DSSO), located in the East Union Bldg, Rm 106 ( ; After contacting DSSO, please notify the instructor at the beginning of the semester to ensure provision of approved accommodations. Academic Integrity Students are expected to uphold the highest standards of academic integrity. Any form of academic dishonesty is subject to disciplinary action, according to university regulations. Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, submission of any work or materials attributable in whole or in part to another person, taking an examination for another person, and any act designed to give unfair advantage to a student or the attempt to commit such acts. Note: The syllabus provides a general plan for the course; modifications may be necessary and may be implemented as a result of administrative, academic, or pedagogical needs and demands. 6

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