Universität Wien

100218 SE (B) Second Language Writing (2016W)

3.00 ECTS (2.00 SWS), SPL 10 - Deutsche Philologie
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 35 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Monday 09.01. 08:00 - 09:30 (ehem.Übungsraum 4 Germanistik Hauptgebäude, 2.Stock, Stiege 5)
  • Tuesday 10.01. 18:30 - 20:00 (ehem.Übungsraum 2 Germanistik Hauptgebäude, 2. Stock, Stiege 9)
  • Monday 16.01. 08:00 - 09:30 (ehem.Übungsraum 4 Germanistik Hauptgebäude, 2.Stock, Stiege 5)
  • Tuesday 17.01. 18:30 - 20:00 (ehem.Übungsraum 2 Germanistik Hauptgebäude, 2. Stock, Stiege 9)
  • Friday 20.01. 16:45 - 20:00 (ehem.Übungsraum 2 Germanistik Hauptgebäude, 2. Stock, Stiege 9)
  • Saturday 21.01. 09:45 - 18:15 (ehem.Übungsraum 2 Germanistik Hauptgebäude, 2. Stock, Stiege 9)
  • Monday 23.01. 08:00 - 09:30 (ehem.Übungsraum 4 Germanistik Hauptgebäude, 2.Stock, Stiege 5)
  • Tuesday 24.01. 08:00 - 09:30 Seminarraum I Germanistik Hauptgebäude, 1.Zwischengeschoß, Stiege 7a über Stiege 9

Information

Aims, contents and method of the course

Much of how we communicate today, in social, educational and professional contexts, is done via writing. In our increasingly globalised and mobile world, this often means writing in a second language. Thus second language writing has become an important area of study. The overall aim of this subject is to provide students with a greater understanding of composing processes, of various approaches to teaching second language writing, and of how to measure progress in second language writing abilities. The subject also considers a number of contentious issues such as whether the first language helps or hinders second language writing development, whether feedback on language errors makes a difference to the development of writing accuracy, future directions in automated assessment, and what does it mean to be literate in the 21st century. The sessions will include short lectures as well as a range of interactive activities. These activities will engage students in critical reflections of their own experiences as second language writing learners and/or teachers, small group discussions and debates, and tasks requiring data analysis.

By the end of this subject, students should be:
· familiar with the work of leading scholars in the field of L2 writing
· able to critically evaluate different approaches to L2 writing instruction
· able to analyse and assess L2 writing using a range of measures and assessment schemes
· able to explain how various factors may impact on L2 writing development by reference to relevant empirical research in the field

Assessment and permitted materials

1. Posted reflections on issues in second language writing (20%)
This task requires students to engage critically with some the issues covered in the lectures, readings, and seminar discussions. Students will be required to submit a posting
(200-300 words long) onto the subject Discussion Board on five different issues.
2. Design of a second language writing module (30%)
This task requires students to work in small groups on designing a writing module for a given group of second language learners and then present their module to the class (10 minute oral presentation + 5 minutes response to questions). In their presentation, the students will need to explain the rationale for the approach adopted and to describe how it will be operationalized.
3. Mini research project (40%)
This task requires students to report on a small scale research project investigating the impact of a selected variable on second language writing performance. Students will have the option of completing this task individually or in small groups, and produced a 2000 report.
4. Active participation in all seminar activities (10%)

Minimum requirements and assessment criteria

Examination topics

Introduction: Subject overview
L2 Writing: composing processes
The effect of L1 on L2 writing: Contrastive rhetoric vs. ‘multicompetent’ writers
Approaches to L2 writing instruction
Genre approach
Academic Writing: distinguishing features, notion of authorial voice
Assessing writing
L2 writing programs: Group presentations (Assessment task 2)
Assessing writing development: Complexity, Accuracy, Fluency
Variables affecting writing processes & output
Collaborative writing
Teacher feedback on L2 writing
Peer & e-feedback
Future directions & ongoing debates

Reading list

Badger, R. & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54, 153-160.

Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development. Bristol, UK: Multilingual Matters.

Brown, D. (2012). The written corrective feedback debated: next steps for classroom teachers and practitioners. TESOL Quarterly, 46, 861-867.

Canagarajah, S. (2013). The end of second language writing? Journal of Second Language Writing, 22, 440-441.

Ellis, R. & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26, 59-84.

Elola, I. & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49, 58-74.

Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29, 369-388.

Hyland, K. (2010). Metadiscourse: Mapping interactions in academic writing. Nordic Journal of English Studies, 9, 125-143.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164.

Kaplan, R. (1966) Cultural thought-patterns in intercultural education. Language Learning 16: 1-20.

Knoch, U., Rouhshad, A., Oon, S. P. & Storch, M. (2015). What happens to ESL students’ writing after three years of study at an English medium university? Journal of Second Language Writing, 28, 39-52

Li, J., Link, s. & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1-18.

Reinhardt, J., Warner, C., & Lange, K. (2014). Digital games as practices and texts: New literacies and genres in an L2 German classroom. In J. P. Guikema & W. Lawrence (Eds.), Digital literacies in foreign and second language education (pp. 159-178). San Marcos, TX: CALICO.

Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol, UK: Multilingual Matters.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing. 14 (3), 153-173

Thompson, C., Morton, J., & Storch, N. (In press). Becoming an applied linguist: A study of authorial identity in international PhD students’ confirmation reports. Australian Review of Applied Linguistics.

Van Weyen, D., van der Bergh, H., Rijlaarsdan, G. & Sanders, T. (2009). L1 use during L2 writing: an empirical study of a complex phenomenon. Journal of Second Language Writing, 18, 233-250.

Verspoor, M., Schmidt, M., & Xu, X. (2012). A dynamic usage based perspective on L2 writing. Journal of Second Language Writing, 21, 239-263.

Way, D. P., Joiner, E. G., & Seaman, M. A. (2000). Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French. The Modern Language Journal, 84, 171-184.

Weigle, S. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16, 194-209.

Yu, S. & Lee, I. (2015). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research, 19, 572-593.

Association in the course directory

Last modified: Fr 06.10.2023 00:14