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.

Reflection of second language literacy in profession

What is academic literacy? George Braine defined that, as graduate students, not only need to build interactive relationships, to develop effective research strategies and good writing skills, and to adapt to the linguistic and social milieu of their host environment as well. (p 60)


As an EFL graduate student, I have to be acclimatized to the new cultural, and to struggle for completing the requirements that professors assign. Although I feel stressful and frustrated, I think it is the process to be a scholar/researcher in composition and TESOL field.

In “Institutional Politics in the Teaching of Advanced Academic Writing”, the article attracts my attention. In the part of “placement and course design”, students’ responses were diametrically opposed from what Christ’ suppose that “students would feel that a disciplinary-specific course might better address their needs”. (p 267) I think the opposite methods may bring its advantages to these students. As students considered that they benefit from their peers with their fields’ practices and conventions. On the other hand, if the disciplinary-specific course is implemented in ESL course, students may learn a lot through the academic discourse, and may lessen their pressure when they return their specialized program. However, I think the administrative difficulties still exist, such as the financial support, and specialized instructors. Moreover, I think “the credit and grading” is also a factor to motivate students if they should spare more time on their ESL course. As for most of students, they would study hard for credits and higher grades. Nevertheless, if there is no such restraint, would student progress in their studies? Before this, the teaching goals should set up first. What teachers should teach their students? How the ESL courses improve their English capacity? What do teachers would assist their students, such as cultural accommodation, or academic writing mastery? How do teachers advance their “academic literacy”? These should be taken into consideration. If teachers put too much pressure on students, would students improve their English proficiency, and even present better performance in their specialization?