Discussion questions--Matsuda et al-Ch 11 & 12

Chapter 11


Deborah says, “my L1 colleagues had been somewhat more supportive of the inclusion second language writers in DSP than many of my L2 collegues” (p. 212). The L2 colleagues argue that DSP is an inappropriate tool for L2 students for some reasons (p. 211)? Do you agree/disagree with the L2 collegues beliefs?

The author addresses a number of advantages toward using online directed self-placement as a useful instrument for both L1 and L2 students. What are other benefits and potential limits that you can imagine?



Chapter 12

All of us have experienced several times of writing exams (e.g. University Entrance Exam in your country, TOEFL, GRE). From your experience, do you think the writing exams can provide positive washback or/and negative washback?

How do you think of the statement of “teaching to the test”? If you are a member of the test designers, what are important factors that you will consider when designing a writing test?

The author presents the dilemmas (p. 236) after the Georgia State Test of English Proficiency (GSTEP) is conducted for years. What can the administrators and teachers do to balance the potential problems?

Reflection of Hirvela's article in Chapter 5

In Hirvela’s article of Chapter 5, she presented several models of reading-writing connections pedagogy. What impresses me is the computer-mediated model. Recently, out of the trend of globalization, there has been an upsurge of English instruction through technologies and the computer-assisted language learning is implemented in the ESL/EFL learning intensively. Many scholars start to investigate how the technologies would enhance or support students’ acquisition of English learning, explain the difficulties and problems, try to search for the potential solutions. Like blog, facebook, youtube, and second life, these studies related to the technologies are discussed gradually.


As Leu (2000) mentioned, teachers and students are forced to adapt to the new notion of electronic literacy (Hirvela, 2007, p 142). In the semester, my instructor employs the blog in one of my course, “Second language literacy”. We post our reflection/journal for each week, and peers are able to response to others. Sometimes, others opinions will inspire me to think from different angles. The asynchronous ways of learning facilitate our reading and writing habits. I cannot ignore that the technology advances my English abilities in reading and writing. However, sometimes, I do not think it is the best way to advance my learning. Although we can read the electronic texts on the internet, I am still accustomed to reading through print texts. When I search for some readable articles from the database or acquire any files, most of time, I print out these articles. I can read them, and take notes around the margin. That is what I should consider which would be the better approaches to advance students’ learning and teachers’ instruction.

Reflection of writing to read

After I read the Chapter three “writing to read”, the text guides to discover another ideas that I never think of before. In my mind, I believe that “listening” and “reading” are the ways of input, and “speaking” and “writing” are the ways of output. Through listening and reading, we can develop our capacity in speaking and writing gradually. Without seeds, how can we produce crops? However, it is not the absolute process.


Hirvela decribes his experience about preparation for writing books as an example of writing to read. He said, “while reading or reviewing the literature,…wrote notes about potential ways of categorizing ideas concerning writing to read, …drafted and redrafted outlines…. As the writing took place, my reading (and rereading) became more focused.”

From his experience, let me think of the process of writing my papers. Before I start to write my paper, I would read articles. Through reading, I can set up my basic frame for my paper. Sometimes, I do not figure out some explanations or theories in one article, and I will find out the related articles. Then, I can clearly understand the authors’ viewpoints. Because of writing, it may inspire me to think deeply and stimulate me to keep reading. As Holden claims, “using writing to probe what they have read so as to lend clear shape to the reading.” It is the similar statements as Vacca, Vacca, and Gove (1991) presented their points of writing to read that “writing is intended to read.”

reflection--reading and writing connections in second language

Grabe and Kaplan (1996) claimed that “reading and writing are reciprocal activities; the outcome of a reading activity can serve as input for writing, and writing can lead a student to further reading resource.”


I recalled that I took the course “Journalism Reading and Writing” in my university. During the class, what we should do is to complete our own newsletters. First, my instructor guided us to know how to write news. He shared with us some English newspapers, like “Taipei Times”, “China Post”, and “Taiwan News”. Thus, we understand the format, writing styles (genre), structures, word usages, and etc. After few weeks later, we started to work on our newsletters. We played as reports and editors as well. Before we handed in our work, we would review peers’ articles, and revise them. During the class, we shared our newsletters with other groups. We could appreciate others’ works, exchange our ideas, and learn from others.

Thus, I perceive that “reading and writing are acts of composing”(Hirvela, p 9) and “reading as a social process”(Bloom). Through the interaction between students and students, and a teacher and students, we build up the knowledge about how to complete our newsletters. Reading newspapers and other groups’ newsletters are important factors to improve our capacities in writing and editing. Reading and writing can be separated during the process of completing our works. Reading is the nutrient for me to write, and writing will foster me to keep reading and to learn from models.

Discussion questions--Johns' and Tardy's article (Genre theory)

Discussion questions:

◎Johns, A. (2003). Genre and ESL/EFL Composition Instruction (p. 195-217). In B. Kroll (2003) Exploring Dynamics of Second Language Writing


<1> Do you think that using textual modeling (books, student-written models) as strategy will build their genre and rhetoric knowledge, or hinder their understanding of genre? What’s your opinion? (p 84, 85, 89, & 90)

<2> Do you think the prior experience will inhibit or facilitate students’ learning? (p 83) What’s your opinion?

<3> In Tardy’s research, she outlined tentative distinctions between L1 and L2 writers, including both similarities and differences (p. 95). What do you think the constraints the L2 writer may encounter? (From your experience as a L2 writing teacher or a writer )



◎Tardy, C. (2006). Researching First and Second Language Genre Learning: A Composition Review and a Look Ahead. Journal of Second Language Writing (p. 79-101).


<4> John stated that ‘experts argue that we must think of “genre” as a concept that is both cultural and cognitive’? Do you agree with the idea? Why?

<5> John illustrated some significant core principles. (p 211) Please classify these principles into the three approaches, the Sydney School, English for specific purpose, and the New Rhetoric. Or how will you implement the approach(es) in the writing courses?

Discussion questions:Ann Johns' and Linda Harklau's articles (the issues about bilingualism, 1.5 generation)

Discussion questions:


1. From the good kids to the worst: Representation of English language learners across educational settings. (Linda Harklau)

<1>What does “representation” mean in the educational settings?

<2>What are student images changing from the “good kids” (urban U.S. secondary school) to the “worst” (community college ESOL program)? How do students react through the process of representation? How do teachers’/ instructors’ response to students’ performance?

<3>Harklau points out that power figures prominently in the exercise of representation (p 40). Do you agree with the idea?

<4> Do you think the representions shaped by teachers or educational institutions will influence students’ behavior and academic achievement?

2. Opening our doors: Applying Socioliterate Approaches (SA) to language minority classrooms. (Ann M, Johns)


<5>What are characteristics of Socioliterate Approaches (SA)? Why do John argue that SA is better than expressivist and personal identity approaches?

<6>John outlines some specific goals (p287~289) for socioliterate classroom. Do you think these goals will be beneficial to the language minority students? What is your opinion?

Reflection--Second language writing support in college

As Ryuko Kubota and Kimberly Abels stated, the UNC committee reported the potential assistance should the academic support and non-academic support. (p 80 & 81) As the international students, before entering in the American universities, all of the applicants should provide TOEFL scores to prove their English proficiency. Even though most of the students possess certain English abilities to listen, to speak, to read, to write, these abilities would be insufficient for them to live in here. The cultural assimilation is also important, and thus during the time, the non-academic support is needed.


Also, as Ryuko and Kimberly mentioned that "international students are expected to know English on their own, while American students are to learn another language and culture in an environment equipped with specialized instruction and resources" (p.85) From these, I wonder why the institution adopts "double standards". Why should the institution believe that the international students have reached certain English capacity? If they perceive the difficulties the American students may encounter in a different culture, why shouldn't they consider the L2 learners may face the same problems? If doing so, I think the institutions will offer appropriate support for the L2 learners.