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Exploring the
Dynamics of
Second Language Writing

Edited by

Barbara Kroll
California State University, Northridge

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published by the press syndicate of the university of cambridge

The Pitt Building, Trumpington Street, Cambridge, United Kingdom

cambridge university press

The Edinburgh Building, Cambridge CB2 2RU, UK

40 West 20th Street, New York, NY 10011-4211, USA
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http://www.cambridge.org

C

Cambridge University Press 2003

This book is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.
First published 2003
Printed in the United States of America
Typefaces Sabon 10.5/12 pt. and Arial

System LATEX 2 [TB]

A catalog record for this book is available from the British Library.
Library of Congress Cataloging in Publication data
Exploring the dynamics of second language writing / edited by Barbara Kroll.
p. cm. (The Cambridge applied linguistics series)
Includes bibliographical references and index.
ISBN 0-521-82292-0 (hardback) ISBN 0-521-52983-2 (pbk.)
1. Language and languages Study and teaching. 2. Composition (Language arts)
3. Rhetoric Study and teaching. I. Kroll, Barbara. II. Series.
P53.27 .E97 2003
808 .0071dc21
2002074049
ISBN 0 521 82292 0 hardback
ISBN 0 521 52983 2 paperback

vi

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Contents

List of contributors page ix

Acknowledgments xi
List of abbreviations used xiii
Series editors preface xv
Introduction: Teaching the next generation of second
language writers 1
Barbara Kroll

I EXPLORING THE FIELD OF SECOND LANGUAGE

WRITING 11
Chapter 1 Second language writing in the twentieth century: A
situated historical perspective 15
Paul Kei Matsuda
Chapter 2 Research on second language writing: An overview
of what we investigate and how 35
Charlene Polio

II EXPLORING THE VOICES OF KEY

STAKEHOLDERS:TEACHERS AND STUDENTS 67
Chapter 3 Experienced ESL/EFL writing instructors conceptualizations of their teaching: Curriculum options and
implications 71
Alister Cumming
Chapter 4 Second language writing up close and personal: Some
success stories 93
Tony Silva, Melinda Reichelt, Yoshiki Chikuma, Nathalie

Duval-Couetil, Ruo-Ping J. Mo, Gloria Velez-Rendon,

and Sandra Wood
vii

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Contents

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III EXPLORING WRITERS FINISHED TEXTS 115

Chapter 5 Responding to writing
Dana Ferris

119

Chapter 6 Grammar and the ESL writing class

Jan Frodesen and Christine Holten

141

Chapter 7 Writing teachers as assessors of writing

Liz Hamp-Lyons

162

IV EXPLORING CONTEXTUALITIES OF TEXTS 191

Chapter 8 Genre and ESL/EFL composition instruction
Ann M. Johns

195

Chapter 9 Changing currents in contrastive rhetoric:

Implications for teaching and research 218
Ulla Connor
Chapter 10 Reading and writing relations: Second language
perspectives on research and practice 242
William Grabe
Chapter 11 Literature in the teaching of second language
composition 263
Stephanie Vandrick

V EXPLORING TECHNOLOGY 285

Chapter 12 The impact of the computer in second language
writing 287
Martha C. Pennington

EPILOGUE: EXPLORING OURSELVES 311

Chapter 13 A challenge to second language writing
professionals: Is writing overrated? 315
Ilona Leki
Index

333

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Contributors

Yoshiki Chikuma, College of Charleston

Ulla Connor, Indiana UniversityPurdue University in Indianapolis
Alister Cumming, University of Toronto
Nathalie Duval-Couetil, Purdue University
Dana Ferris, California State University, Sacramento
Jan Frodesen, University of California, Santa Barbara
William Grabe, Northern Arizona University
Liz Hamp-Lyons, Hong Kong Polytechnic University
Christine Holten, University of California, Los Angeles
Ann M. Johns, San Diego State University
Ilona Leki, University of Tennessee
Paul Kei Matsuda, University of New Hampshire
Ruo-Ping J. Mo, Canton, Michigan
Martha C. Pennington, University of Luton
Charlene Polio, Michigan State University
Melinda Reichelt, University of Toledo
Tony Silva, Purdue University
Stephanie Vandrick, University of San Francisco
Purdue UniversityCalumet
Gloria Velez-Rendon,
Sandra Wood, University of Connecticut

ix

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the next
Introduction Teaching
generation of
second language
writers
Barbara Kroll
As a field of academic inquiry, the teaching of writing to second language (L2) learners sits at the junction of the discipline of composition
and rhetoric (which concerns itself primarily with identifying the nature of texts and the processes that writers engage in to produce those
texts) and the discipline of language learning (which concerns itself with
cognitive and affective factors learners engage in as they move toward
mastery of a particular linguistic code).1 No one teaching writing to this
population of learners can responsibly serve his or her students without
a clear recognition that these two fields intersect, especially at the postsecondary level. This volume is addressed to future L2 writing teachers;
the authors of the chapters are steeped in traditions of inquiry central
to composition and rhetoric and offer an applied linguistics perspective
focused on adult learners.

A growing need for English teachers

If teaching second language skills to populations of adult students who
grew up speaking other native languages was ever a simple matter for
teachers, it is certainly no longer so in the twenty-first century. The complexity has been intensified by the phenomena known as globalization and the Internet revolution. They have brought such an expansion
in the use of English throughout the world that one can only partly imagine the still unfolding ramifications, including the changing of the English
language itself (Warshauer, 2000). Full participation in the world community, particularly within interconnected economic, technological, and
geopolitical realities, can require a fluency in English that goes beyond
the spoken language and embraces a variety of uses of the written language as well. Because the English-language cultures (among others) are
increasingly literacy-driven cultures (see, for example, Baynham, 1995;
Cushman, Kintgen, Kroll, & Rose, 2001; Kern, 2000) and digital-literacy
driven (Warshauer, 2001), the pursuit of English entails a pursuit of written English, offering those who acquire skill in this code the possibility for
improved life chances. Thus, career options in English-language teaching
1

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seem assured for the foreseeable future, and perhaps especially for teachers who focus on teaching writing skills.
To judge by what is going on in the United States, there is a steady
increase in the number of learners of English seeking entrance to our
institutions of higher education. The Institute of International Education (IIE) has been tracking the number of foreign visa students enrolled
in U.S. institutions of higher education since 1949 (Institute of International Education, 2001). That number has continued to increase every
year, undiminished in toto by any war or economic disaster impacting a
particular population or world area. In the decade from 1990 to 2000,
for example, the number of foreign visa students in the United States increased by over 140,000 and surpassed half a million2 for the first time in
the 19992000 academic year (Open Doors, 2001). And this says nothing of the vast and ever-growing number of L2 students on U.S. campuses
not included in these tabulations (or any other official counts) because
they are U.S. residents or citizens and do not hold foreign visas.
Further, countries outside the traditional English-speaking world are
increasingly drawn into situations where fluency in English becomes critical for their citizens who wish to participate in the global arena. For
example, a report prepared for the then Prime Minister of Japan and issued in January 2000 called for a national discussion on making English
Japans official second language and recommended that English-language
teaching be introduced in kindergarten (Tolbert, 2000). The document
suggested to the late Prime Minister Keizo Obuchi that increased fluency
in English among the Japanese would greatly contribute to reversing the
economic stagnation Japan was experiencing at the time, but this fluency
could be accomplished only with radical changes in the current methods
of delivering English-language instruction in Japanese schools (Tolbert,
2000). On another plane, many in our profession worry about the increasing number of languages dying out around the world, often with
English as the replacement tongue (Crystal, 2000; Nettle & Romaine,
2000), and the concomitant need for fluency in English. Regardless of
how one views such a phenomenon, it contributes to the increasing use
of English in geographic regions where, different from such places as
North America, Great Britain, and Australia, English does not have a
long tradition. To a certain extent, then, geopolitical realities contribute
to the expanding need for English-language teachers outside of Englishdominant countries.
So far, I have referred primarily to English-language teaching. The
teaching of writing is a specialized component of this instruction, one
that has come to occupy a prominent place in research and teaching
due in part to the ever-expanding student body and the recognition of
changes in global realities. Over the past quarter of a century or so, faculty
and researchers in many countries around the world have increasingly

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recognized that teaching English writing skills to tertiary-level students

who come from non-English-speaking backgrounds is a critical part of
the higher education system. The growing interest in second language
writing as an academic enterprise is attested to by the large number of
courses in writing offered to second language students at institutions
from community colleges to the most prestigious graduate research institutions; the phenomenal growth in the number of papers on the subject
published in books and professional journals; the number of presentations delivered at regional, national, and international conferences sponsored by a wide range of professional organizations; and the founding of
a scholarly journal devoted to the topic (the Journal of Second Language
Writing, established in 1992). The teaching of writing in L2 contexts,
once little discussed (see Blanton & Kroll et al., 2002), has come front
and center in the profession of applied linguistics.
While this volume is devoted primarily to issues in the acquisition of
English-language writing skills, the teaching of second/foreign languages
other than English remains a significant part of school and university curricula in many different countries. Indeed, the field of second language
writing is an area affecting the lives of hundreds of thousands of students
at institutions around the world where they must submit high-quality
written work in a language they did not acquire as native speakers; and
in fact, multilingualism is alive and well in numerous locales where it
might even be considered the norm (Edwards, 1994; Nettle & Romaine,
2000). Many users of second languages other than English need to be able
to write fluently in their L2, and books and anthologies on specific classroom practices and issues related to second language writing in a variety
of European languages (as well as in English) have begun to proliferate
(e.g., Brauer, 2000; Kern, 2000; Scott, 1996). Reichelt (1999) reviews
some 200 published works relating to foreign language (FL) writing and
research pedagogy in the United States alone, identifying ways in which
FL concerns overlap with and differ from concerns in English as a second
language/English as a foreign language (ESL/EFL). The discussions in the
following chapters may also be of value to future teachers of L2 writing
in non-English settings, who can adapt some of the English-specific foci
to their own situations and contexts.

Understanding teacher training

With all of these factors, multiple teaching opportunities are likely to
await faculty able to provide instruction in L2 writing in a variety of
post-secondary settings. A critical question thus becomes how best to
prepare teachers to undertake this task. To serve their students well,
teachers of L2 writing must be prepared with more than a set of lesson

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plans, an interest in their students, and strong skills of their own in the
target language. To be sure, these are necessary components, but they are
not sufficient. As distinguished researcher Arthur Applebee pointed out:
Teachers of English need to make the distinction between knowledge
which informs their teaching, and that which should be imparted to the
student (Applebee, cited in Applebee, 1999, p. 362).
So too, teachers of writing to L2 students need to make the distinction between what can be termed foundational knowledge subject
matter content that serves them as professionals and procedural
knowledge ideas and techniques that will shape specific lesson plans
for their students. For example, as part of building a foundation of knowledge, future teachers must acquire an understanding of how the profession has evolved and what issues form the core of subject matter (as
opposed to methodological) concerns that is, they must know what
drives the field forward. Additionally, teachers should come to see that
the tools they will use for analyzing their own students progress (or
lack thereof) not only serve their immediate needs on a day-to-day basis
and form a component of requisite procedural knowledge but can also
provide raw data that might contribute to changes in course design motivated by their foundational knowledge of course possibilities (cf. Graves,
2000).
Because good writing teachers must have a rich understanding of the
field to be able to make the best possible choices in their uniquely situated
teaching positions, this book is designed to help them acquire such understanding. Knowing the field includes being able to recognize how any
given classroom choice speaks to a particular approach toward teaching
and/or awareness of student learning issues and/or interpretation of what
texts are and what they do. Further, even the most classroom-oriented of
teachers should be able to contribute knowledgeably to ongoing professional discussions. The so-called theorypractice divide is undoubtedly
an artificial one; I would prefer to conceive of the relationship between
research and practice in the field of second language writing as an interactive one. As I have pointed out elsewhere, Research insights drive
practice and concerns for practices that do not seem to be working drive
additional research (Kroll, 2001, p. 230).
Foundational knowledge gives faculty the scholarly background to
provide the best of instruction to students in second language writing and
guides instructors toward making appropriate curricula and classroom
choices. Attaining this scholarly background involves exposure to the
accumulated knowledge of the profession and an awareness of what tools
are available to expand and refine this knowledge base. It is simply not
enough for prospective teachers to focus solely on acquiring information
about methods and materials, important though they are. While I do
not mean to downplay the significance of being able to learn from the

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accumulated classroom wisdom (best practices) of highly experienced

teachers, Edge and Richards (1998, p. 571) caution that focusing solely
on the search for best practices in and of themselves can lead to the
deskilling of teachers, who are [then] seen as the technicians responsible
for learning-delivery systems (p. 571). Rather, teachers must rely on
theory to become well-trained professionals responsible for helping their
students gain needed mastery. As Stenberg and Lee (2002) point out
in regard to training native language (L1) composition teachers, theory
and practice necessarily function in interplay, and pedagogy encompasses
both (p. 328).
In fact, it is the command of basic foundational knowledge in a given
field that allows teachers to make principled rather than ad hoc curriculum decisions. In that sense, this volume, which helps to build subject
matter background, is truly a teacher-training book even though it does
not provide direct guidance on such day-to-day concerns as syllabus
design and lesson planning. Identifying what constitutes the subject
matter knowledge critical for teachers is not without its controversies,
however, and the reality is that the topics selected for inclusion in this volume constitute one vision of the parameters of the profession a vision
shaped by the collective experience of the contributors to this volume
and our beliefs about areas of knowledge critical for teachers.
This volume is intended primarily to assist in the preparation of new
teachers by providing chapters that offer overviews of key issues, discussions of the relevance of prior and ongoing research to teachers, and
insight into current thinking as presented by leading scholars in the field.
Whether teachers are trained in programs allied to applied linguistics,
second language acquisition, modern languages (including English as a
second/foreign language), or education, they must also learn to be lifelong
learners themselves, continually prepared to expand their own knowledge and understanding in the pursuit of sounder teaching practices.
Thus, the information contained in this book should be considered a
starting point and not the end point for promoting teacher engagement
with the field of second language writing.

A note on theory/model-building
Unlike introductions to some other disciplines, this book begins with
a historical perspective rather than an outline of theory. In contrast,
trainees in some fields, including linguistics, are initiated into and
expected to become familiar with well-established theories relevant to
their education and training. Although many researchers in the field of
second language writing, including several contributors to this volume,
are particularly interested in theory-building (e.g., Cumming, 1998;

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Grabe, 2001; Matsuda, 1998; Silva, 1993), regrettably at the present

time there is no single theory of writing in a second language (Gebhard,
1998) capable of explaining the role of and interaction among key variables discussed here. In fact, despite a wealth of information on L2 composing processes and the description of texts produced in L2, we have
very little information on how people actually learn to write in second
languages or how teaching might influence this (Cumming & Riazi,
2000, p. 57, italics mine).
In fact, to build a theory of second language writing, we would need
to ask whether a theory of writing would overlap with or be distinct
from a theory of learning to write, and to further delineate if, how, and
in what ways theories relevant to second language writers applied to or
distinguished themselves from theories applicable to first language writers. Grabe (2001) explains that we turn to theories for their predictive
and explanatory properties, and at the moment, most of the information
we have about writing and learning to write and writing classrooms is
descriptive in nature, thus making theory-building difficult. Even substituting the notion of models for theories does not resolve the dilemma.
After reviewing a number of models that have been advanced (not theories, really), Cumming (1998) notes, We are far from seeing models
that adequately explain learning to write in a second language or precisely how . . . [L2] writing should be taught (p. 68). And last, in his
recent conceptual overview of L2 writing, Hyland (2002) uses the words
theory and framework interchangeably to review key approaches
to the teaching of writing. Thus, volumes such as this cannot present
standard theory in a neatly packaged format.
We can point out that what can pass for theory is sometimes better
labeled a methodology or a widely held belief. For example, terms frequently used in discussing writing are the composing process and
process theory. When these were first introduced and popularized,
many felt that focusing the writing course on the process of writing itself
was a theoretical breakthrough. In retrospect, a more accurate claim
would be that process insights gave rise to a methodological breakthrough in the teaching of writing. In fact, process theory, although
widely discussed in L1 writing circles, has itself been challenged by many
L1 writing theorists who have moved into a so-called post-process
period (see, for example, Kent, 1999; Olson & Dobrin, 1994). Clearly,
every writer, from the most novice and inept to the most skilled and
professional, completes a given writing task by engaging in some sort
of process. We should recognize the importance of the methodological
breakthrough engendered by insights from research into the composing
process of skilled L1 and L2 writers; these findings assist teachers in helping less skilled writers alter their writing behaviors so they can write more
successfully. But no matter how much we help student writers improve

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their composing process(es), we are still talking about methods and not
theory, and this is just one variable in the multifaceted enterprise known
as writing.
Among other critical variables in the equation of writer, writing task,
discourse constraints, and audience expectations is context. Here, too,
terms such as EAP (English for Academic Purposes) and ESP (English for
Special Purposes), when first introduced, seemed likely to contribute to
theory-building; but they turn out to be methodologically based as well.
EAP and ESP provide helpful orientations to pedagogy perhaps more
than they do to theory-building because they suggest that the entire
curriculum for a writing course is context-driven; change the context
and you need to change how a course is packaged and delivered not a
trivial point, as well discussed by Swales (1990) among others.
Thus, this volume is not about specific pedagogical practices or any
given theory per se, but it is a volume that should help teachers to more
fully understand the framework of concerns within which the field and
its key constituents (teachers and learners) operate.

Overview of this volume

This book has thirteen chapters that collectively offer an orientation to
second language writing as a field; they are grouped around five areas
that serve as explorations into the subject and set out parameters for
identifying critical subject matter material, the collective foundational
knowledge discussed earlier. Exploring what goes on in writing classrooms is a multifaceted enterprise. Although certain commonalities are
to be expected in how teachers and students work together toward the
improvement of students L2 writing proficiency, a single change in one of
many variables can alter the specific dynamics of any given class. Some of
the variables considered in this volume are related to the studentteacher
dynamic; others investigate the specific epistemologies associated with
L2 writing as a discipline and various contexts of the writing situation.
Each section of the book is preceded by a short overview of how the
chapter or chapters in that section relate to the theme of the section and/or
interrelate to each other. These section introductions, by providing additional background not specifically discussed in the chapters themselves,
highlight and sometimes interpret key issues in the individual chapters.
In the section introductions I highlight the key focus of each chapter
by showing how it answers a significant question of concern to second
language writing theorists and/or practitioners.
The first section of the book explores the field in broad strokes, noting
how we continue to build the bases of knowledge that are specific to the
area of L2 writing. It provides a historical orientation (Chapter 1) and a

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framework for considering the several research paradigms that provide

insight into writers, their texts, and the contexts for writing (Chapter 2).
The second section of the book explores voices of the two key stakeholders in the teaching of writing teachers and students. It offers a tour
of several English-writing curricula around the world as discussed by
the teachers in those settings (Chapter 3) and a presentation and interpretation of several individual L2 writers personal learning narratives
(Chapter 4). The third section of the book explores perspectives on the
texts that students produce, including issues related to teacher and peer
response to student writing (Chapter 5), factors surrounding grammatical considerations in the analysis of student texts (Chapter 6), and the
latest thinking about the assessment of writing (Chapter 7). The fourth
section of the book explores some contexts in which to consider texts:
defining and understanding how genre interacts with student writing
needs (Chapter 8); an up-to-date look at the field of contrastive rhetoric
(Chapter 9); drawing connections between texts consulted by writers
(readings) and their own evolving texts (writings), that is, reading
writing connections (Chapter 10); and finding a role for literature in the
L2 composition classroom (Chapter 11). The fifth section of the book
explores technology, discussing the impact of computers and the Internet
on L2 writing students and classrooms (Chapter12). Last, the book concludes with an epilogue (Chapter 13) that raises some interesting and
challenging questions about the whole enterprise of teaching writing.
All the chapters have been specifically prepared for this volume and
assembled to present a reasonably comprehensive sense of the key issues
and questions of major concern to L2 writing specialists today. However, because teaching second language writing skills is a highly situated
activity, the chapters focus primarily though not exclusively on teaching
English-language writing skills to non-native speakers of English. Additionally, although most of the chapters report on research conducted in
a wide range of international settings, they primarily discuss teaching
writing in North American university courses. The goal of each chapter is to provide key foundational knowledge primarily for prospective
and novice teachers. Most chapters can also function as resource guides
by reference to extensive scholarship, with the bibliographical citations
useful in promoting opportunities for further investigation. Now is an
exciting time to be engaged in teaching L2 writing, and I hope this collection will inspire readers to join the conversation.

Notes
1. I am aware that Matsuda (1998) presents a more complex vision of the
disciplinary relationships.

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2. The number of foreign visa holders is not the same as the number of
L2 speakers, since the tabulation includes native speakers of English (i.e.,
students from such places as England, Canada, and Australia plausibly
English L1 speakers are included in the IIE number).

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