Second language writing

Before the 1960s, the focus of English language teaching was on producing or preparing graduates of ESL schools who successfully can pass citizenship tests to be able to work.

[5] Second language writing development has been most extensively investigated by traditional cross-sectional methodologies such as pre-test post-test designs.

Studies adopting the DST perspective explore interactions between different constructs such as lexicon, syntax, and accuracy by using moving correlations.

The degree of variability in the constructs is usually explored by min-max graphs, data resampling and Monte Carlo Analysis.

As these suggest, the section provides a forum for researchers and educators at different grade levels and institutional settings to discuss second language writing.

Some notable scholars in the field of Second Language (L2) writing transfer include Mark Andrew James and GitaDasBender.

[9] It is important to note that Grujicic-Alatriste (2013) critiques their piece because she states that people have to possibly factor in the overall classroom experience to determine how much adaptive transfer has occurred.

[12] James (2009) discusses how ESL writing classrooms in universities play a major role, consciously or unconsciously, in helping students learn things that they also use in other classes.

[13] Cui (2019) argues that further studies need to be conducted on how "first-year L2 writers in US universities transfer writing knowledge".

[15] For example, she notes that a good number of L2 writers have to deal with another language like English to communicate and are not as familiar with analysis.

[15] Therefore, she indicates that teachers can review concepts that are difficult for L2 writers including organization, audience awareness, and genres in order to help them master and learn more about their writing.

[15] Second language writing scholars also participate in a Special Interest Group on the field at the Conference on College Composition and Communication (CCCC).

[16] In addition, the organization has a Committee on Second Language Writing to bridge work between CCCC and TESOL to involve more scholars in the field's discussions.

Much recent attention focuses on the potential of computer-mediated communication (CMC) to foster desire and opportunity to write.