This document discusses considerations for teaching second language writing. It addresses the cognitive and sociocultural perspectives of L2 writing as both an individual skill set and social practice. From the cognitive view, L2 writing involves transferring writing skills from L1 while focusing on vocabulary and expression in L2. The sociocultural perspective sees writing as a set of literacy practices within a discourse community. Effective L2 instruction requires understanding both perspectives to address students' needs. The document also discusses process-based writing, scaffolding techniques like pre-writing activities, and using peer feedback and new technologies in L2 writing courses.

1. Considerations for teaching Second Language
Writing (Sara Cushing Weigle) Chapter 15
By Muzaffer Çetin

6. What is L2 writing?
• Writing is very crucial for second/foreign
language curriculum. Globalization, internet have
made written communication essential for biz,
education and in many fields across cultures.
• To teach writing effectively, we need to
understand the nature of L2 writing ability. 2
sides: cognitive ( set of skills individual has) and
sociocultural as a means of communication
within a particular setting aimed at achieving
specific goals)

7. Cognitive perspective, L2 writing is combination of
writing ability in L1 and and L2 proficiency. Even in
native language composing a text is highly
complex task that involves the consideration of
many factors at the same time. When L2 is added
to the mix, the picture becomes much more
complex: writers need to focus on finding
appropriate word to express their ideas
accurately. If one has good L1 skills he can transfer
these skills to L2.

8. From sociocultural perspective writing is
seen as part of a socially and culturally
situated set of literacy practices shared by
a particular community.
Process of learning to write is the process
of becoming a member of a discourse
community.
E.g. in academic writing there are different
conventions for publishing articles in
different disciplines/certain
linguistic/stylistic choices such as passive
voice. It can be good writing in one
discourse community but not in another.

9. İn short
• Writing teachers must have an understanding
of both perspectives to plan and deliver
instruction to address the writing needs of
their sts

10. Student background and needs
The goal of writing curriculum must start with
the needs of sts. One important factor is age
and educational background of writers.
Foreign lang learners study english for
personal enrichment for school/career
reasons.

11. Eye/ ear learner
• Ear learners those who have learned eng
informally through oral interactions.
• Eye learners those who have strengths in
formal vocabulary/explicit knowledge of
grammar but lack of fluency and naturalness
of ear learners.
• Teacher will have t adjust their lessons to
accommodate the needs of these different
learner types.

12. • Comparing L1 and L2 writers: L2 writing is
more constrained more difficult less effective
than L1 writing.
• L2 writers need more of everything: more
practice writing, more familiarity with genres,
more practice with vocabulary, grammar,
feedback

13. Process approach
Instead of producing several different
single-draft essays, emphasis is on
supporting sts through various stages of
writing: pre-writing, brainstorming,
outlining, drafting, giving feedback,
receiving feedback, revising. (activity
time)

15. Reading&writing connections
• One can not be taught without the other,
intimately connected. Writing teachers’
responsibility is to teach certain aspects of
reading
• Reader response theory : readers’ active
participation in understanding a text and develop
effective reading strategies. Sts are active
meaning makers. Reflecting on reading processes
can lead to an understanding of composition
processes.

16. Writing to read
Involves using writing as a way of interpreting
and understanding a text. Examples of writing to
read activities include writing about a topic in
preparation for reading about it.

17. • Students with limited proficiency/limited
linguistic resources may have difficulty in
paraphrasing, simplification, composing
ideas.

18. The role of grammar and error correction
in writing
Beginning writing teachers tend to be very
sensitive about correcting students’ errors
in writing to avoid errors but there should
be balance in error correction and
production of a writing.

20. Syllabus provides a road map for sts and teachers to
clarify expectations/class policies.

21. Scaffolding in writing

22. • Pre-writing- writing- revising-editing
• Pre-writing phase: setting up assignment,
providing input by texts, visual, videos,
introducing grammar vocabulary
• Writing phase drafting/ feedback(peer,
teacher) ample time for incubation and
rewriting

23. Pre-writing activities
• Getting started is difficult
• Get over initial anxiety, planning out their
ideas, and start writing.
• Target: linguistic development/fluency/idea
generation/building up knowledge about topic
• Free-writing activities nonstop writing
generates list of ideas or thoughts associated
with topic/mind-mapping

26. • In process approach, after finishing draft, sts
need to receive feedback the revise and edit
paper on the basis of this feedback. Good
feedback is essential for revision. It is
recommended commenting primarily on
content before commenting on language
issues. Process of idea generation is always
one step ahead of accuracy of sentences. Then
language issues come.

27. Peer feedback
• Peer feedback reduce the amount of teacher
workload. Benefits of peer feedback

30. • Over the past 20 years, writing increasingly
involves keyboarding, social media, online
discussion boards, blogs, wikis, more
opportunities for genuine interaction with
new audiences.
• Synchronous real time, chat, skype, instant
messaging,
• asynchronous, email,
• Hypermedia authoring designing webpages

31. New trends
• Electronic media can be asset to writing
courses. Teachers must be trained to use
these new tech. Teacher education should
include teaching them possibilities and
limitations of using corpus tools for teaching.
• Automated scoring system
assessment/increased speed and reliability of
using computers to score writing compared to
human raters.

32. Cons to automated essay scoring
system
• Many writing teachers oppose it : they
contradict nature of writing which is form of
communication. Computers can not read they
can count. Errors are not dealt with
contextually. E.g. non standard linguistic forms
such as double negatives, while often
inappropriate in academic writing but
perfectly acceptable in some less formal
genres

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