Controversies in Second Language Writing: Dilemmas and by Christine Pearson Casanave

By Christine Pearson Casanave

Controversies in moment Language Writing isn't really a how-to publication, yet person who specializes in how academics in L2 writing might be helped to make reasoned judgements through realizing a number of the key concerns and conflicting critiques approximately L2 writing examine and pedagogy. This booklet will support academics in making proficient judgements approximately instructing writing within the ESL classroom.
To counteract a number of the debates, Casanave explores the various aspects of the arguments and offers examples of ways different lecturers have handled those concerns. The booklet provides beginner and pro lecturers with thought-provoking concerns and inquiries to think about while deciding on and reflecting on their lonesome educating thoughts and criteria.
Topics mentioned include:
contrastive rhetoric
product vs. process
fluency and accuracy
assessment of pupil work
audience
plagiarism
politics and ideology.

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Additional info for Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction

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It urges that teachers consider not only what they do on a daily basis but what they believe and know about teaching and learning. Such reflection is part of an ongoing lifetime effort to develop a consistent and coherent belief system that can help guide teachers through the practical realities and constraints they face in each classroom setting and provide a sense of vision when the daily grind seems to want to swallow us up. However, the controversies in L2 writing that I discuss in this book and around which I pose ongoing questions have no easy resolution—hence the word dilemmas, rather than problems, appears in my subtitle.

Reflective journals and learning logs are especially useful for this purpose (Richards & Ho, 1998). Although a good graduate-level education can start novice teachers on the road to a life of study of relevant content and issues, equally important is a commitment to ongoing study after graduate education ends. By continuing to read key books and journals, attending occasional conferences, discussing issues with colleagues, and perhaps writing for publication, teachers build relevant content knowledge over the lifetime of their careers and keep up with current issues and controversies.

He also finds, however, that Kaplan reduces complex notions in ways that do not reflect the diversity, change, and heteroglossia that are normal in any group of speakers and writers and that he overlooks the pragmatic intent of writers if they do not use specific grammatical forms. Kowal claims as well that most of us vastly oversimplify the complex thinking of Whorf. He urges us to read the original(s). The Defenders Strike Back On the less critical side of the CR controversy is Ulla Connor, perhaps one of the applied linguistics field’s most ardent CR supporters.

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