Sessions / Writing
The presenters will detail the training and services currently available to JALT members through the Writers’ Peer Support Group (PSG), which pairs writers aiming for publication with volunteer peer readers. Current PSG members, those interested in becoming PSG members or more effective peer readers/reviewers, novices writing for publication, and researchers interested in peer-to-peer models would benefit from this session. Our annual general meeting follows immediately, and is open to anyone who is interested.
Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.
In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.
The presenter will report the results of a genre-based research to questions and model essays for IELTS Task 2 in order to illustrate crucial factors to compose quality essays for this task. For analysis, 56 questions and 30 essays have been extracted from Cambridge IELTS Practice Tests. The presentation will clarify major topics and question types for Task 2, followed by suggesting an ideal essay structure and linguistic features.
This presentation will introduce an approach to teaching academic writing that focuses on making connections between arguments based on observations and theories. Using this approach helps students to realize that engaging in academic writing requires them to become members of a community of practice. Examples of student work will be shown, and advice on how to apply this approach in your own courses will be provided.
This study showed that written feedback was effective for the narrowly defined subject-verb agreement errors involving copula be or lexical verbs. On the other hand, written feedback was ineffective for the broadly defined subject-verb agreement errors involving both copula be and lexical verbs. The present study suggests that written feedback should be effective when subject-verb agreement errors are narrowly defined. Implications for the present study for the written corrective feedback research community are discussed.
The purpose of this study is (1) to determine if explicit writing instruction using the genre-based approach within the systemic functional linguistic (SFL) framework could be applicable to Japanese English as Foreign Language (EFL) learners as university students with differing levels of English proficiency and (2) to explore whether and if so how explicit writing instruction using a genre-based approach improves L2 novice writers’ understanding of different text genres.
This study aimed to investigate the effects of collaborative dialogues and think-aloud protocols on EFL learners’ L2 writing performance. It also addressed the roles of lexical collocation in relation to L2 writing. The results showed that the effects of collaborative dialogues was significantly better than that of the think-aloud protocols on students’ L2 writing achievement This study discovered that arousing students’ use of lexical collocations could contribute to their L2 writing ability.
This presentation compares the self-assessments and reflections of the students in two classes—high-intermediate and low-intermediate—in a university essay-writing course in the academic year 2019. The students’ self-rating in both classes generally improved as the term proceeded, yet it was lower in citing outside sources. The students in the low-intermediate class rated themselves lower initially in writing with coherence and effective topic sentences and in writing opinion essays. Students’ reflection writing endorsed their self-assessments.
For some test takers IELTS Academic Writing Task 1, describing data, is an unfamiliar exercise. Some of us are slightly uncomfortable with graphs and charts, so tasks that have 2 diagrams can be challenging. In this workshop we will work through some activities designed to help test takers develop techniques to deal with this task type.
This presentation reports on findings from a mixed-methods research study with a total of 45 Japanese sophomore students to explore the effect of theme-based instruction (TBI) on their lexical diversity in academic essay writing, based on data collected from students’ five-paragraph academic essays as well as drafts, and their learning log notes. Findings revealed that students developed their lexical diversity in writing while integrating four language skills and working with their classmates.
Teacher Corrective Feedback plays a significant role in second language writing education. This session shares the findings of a longitudinal study that explores how EFL students respond to the type of teacher corrective feedback that is informed by students’ preferences reported by Raza (2019) in a quantitative study that found that students preferred handwritten corrective feedback over oral and electronic. The findings reveal significant improvement in student writing and motivation.
Academic writing courses are challenging to teach as well as to take. One way to support students and teachers in this process is by establishing a writing tutorial system. This presentation will share experiences of students, tutors, teachers, and coordinators as members of a community of practice that provides newcomers the support they need and experienced writers a chance to share their expertise.
This presentation draws on literature review findings and aims to provide guidance regarding the successful implementation of written facilitative feedback into the writing process. However, because the review also shed light on some of the inherent weaknesses of facilitative feedback, this presentation will also provide avoidance strategies for the method’s most obvious shortcomings. Hopefully, this balance will let everyone walk away with at least one new idea about their writing feedback moving forward.
Take a look into a case of how a computer-based academic writing course was set up in a second-year university class context, and lessons that were learned along the way. Ask yourself, “How should we be giving learners feedback on their writing?” and consider how modern computers and the internet age have changed the answers to this question in ways you may not have expected.
Writing tasks can be isolating for students as the audience is often undefined or solely the teacher. Moreover, students can struggle in finding ideas they truly wish to communicate to a wider audience. By combining research on communicative language learning and group formation, attendees of this poster presentation will learn about activities that can be implemented in a wide range of language learning settings to increase writing skills and foster a sense of community.
This poster will outline our efforts to start a student-led English language newsletter and the challenges and successes experienced along the way. We will suggest ways for implementing this in a Japanese university setting, with special considerations for low-level learners. We will also include how we hope to evolve the newsletter to be sustainable and meaningful activity for students.
In writing, more is not always better. Writers who want to keep the attention and confidence of their readers revise for conciseness. The following poster presentation outlines several methods and techniques for achieving concision in essay writing. Specific emphasis is given to helping language learners revise empty phrases, meaningless announcements, redundancies, and expletive constructions. The presentation highlights several methods to get learners started with concision, which includes writing haikus and halving text exercises.
In student peer review, learners exchange writing with a classmate and annotate it with comments about language use and/or content. Drawn from an ethnographic study of Japanese EAP students at a university in Tokyo, this presentation will discuss what choices during out-of-class peer review activities reveal about the place of existing social relationships, gender, and wider culture. Teaching implications for encouraging students to work together and form communities outside the classroom will be presented.
Students often have difficulties writing logical, cohesive arguments in English. This poster presentation introduces and applies the Toulmin model of argumentation to student arguments. The Toulmin system identifies three indispensable (i.e. the claim, the grounds, and the warrant) and three optional elements in every argument. The Toulmin model can help participants have a better understanding of how logical arguments achieve cohesion as well as guide students to write them.
How do you teach skills like essay writing remotely? How can you provide writing guidance and assistance to students in a structured way when you’re not sitting next to them? How can you make sure they’re practicing what they learned in online classes? Learn how EssayJack smart writing templates work and how to customise them to fit your lesson plans to teach and guide students’ writing from anywhere.
In this roundtable exchange, the presenter will share the process of reverse outlining as a form of peer feedback on a second draft. The reverse outline provides a visual diagram helping students to pinpoint needed revision in their drafts.
Focusing on IELTS Academic Writing research, this talk will consider the challenges students face both as they prepare for IELTS in their own country, and as they take part in UK postgraduate courses. By exploring two case studies (Japan/China) we will look at ways teachers can adapt their lessons to help students in the longer term, beyond the test.
Multimodal compositions can be an effective way to teach multiliteracy skills in EFL writing classes. However, designing assignments that address both academic writing and multiliteracy skills can be difficult. To address this problem, this workshop introduces “multimodal remediation-based compositions” (MRCs), in which students convert a composition from one mode to another. Using authentic student examples, the workshop discusses how to design MRCs, apply MRCs to different courses, assess MRCs, and incorporate MRCs into existing curricula.
This study investigated how students develop their learning community in a Japanese university EFL writing classroom. Four students among 16 students were selected based on the results of the pre-questionnaire. They had different perceptions about peer review. In the end, all of the students showed their positive perceptions toward peer review to greater or lesser degrees. The post-questionnaire and interviews revealed that their satisfaction with their community contributed to the positive perceptions.
This hands-on session focuses on the cognitive and emotional value of using creative writing genres and techniques as practical, logical, and natural tools to strengthen our English language learners’ academic writing skills. Participants will engage in dynamic creative writing activities that will develop and enhance their English language learners’ comfort, control, and confidence in academic writing. In addition, these techniques will also strengthen the teachers’ own teaching methods in a refreshing and effective way.
Despite research finding benefits to peer reviewing, few studies have examined its effect on student writing abilities. This study investigates whether/how peer reviewing would influence writing skills development in an EFL high school classroom. The results of pre-, post-, and delayed posttests, and analysis of audio-recorded peer review interactions. Students’ revisions revealed that peer reviewing contributed to the improvement of students’ writing abilities.
In this presentation, I discuss the importance of viewing contrastive rhetoric (CR) as an approach concerned with communication rather than affixing it to the more complex notions of culture and identity, as has been frequently done in the literature. What I do to accomplish this is conceptualize CR within the theoretical framework of common round theory, which I argue is not only the most practical approach to CR but the best way to ensure its full effectiveness.
Beyond grammar and vocabulary, a knowledge of intercultural rhetoric—how culture impacts communication—can help students create dynamic and powerful English texts. This workshop demonstrates how an awareness of cultural rhetorical models can help students produce meaningful texts in English. The workshop will draw from research in contrastive rhetoric and comparative linguistics and the presenter’s experience creating local English materials to provide a practical workshop for educators wishing to incorporate rhetorical studies in the classroom.