L2 Writing in FYC, ESL, and the Writing Center

The readings for this week come from Matsuda et al's The politics of second langauge writing chapter 3, 4, and 6.

Since the scholarship of second language writing (SLW) has branched itself from composition, it does not prepare both institutions and writing teachers to deal with this student population in the academe. Matsuda (1999) has identified the so-called the "division of labor" for teachers who are under prepared for ESL students in the institutions. This under preparation has forced teachers to grade their ESL students to their native counterparts. Though the field of SLW is expanding, I believe that this issue will not be easily solved.

Are they actually prepared for writing classes? How do institutions help ESL students to be ready for composition classes? How do writing classes help preapring students to write in their disciplines? How do ESL students and native teachers learn from each other? These are some questions I will ponder on.

Though many institutions provide facilities to help students to ease the process of academic enculturation, ESL students might need more time to adjust themselves into new environments, new friends, new places, etc. The writing center (WC) is one of many facilities that can help students go through their writing assignments. Since ESL students need to write for classes, they might need to write in multiple genres. WC is a great place for ESL students to come and get some feedback on their writings. As I work at the WC, I see many ESL students flocking around. I have been helping these students by giving feedback on thier writings. Though they want me to help them with thier grammar issues, I sometimes focus more on the issue of intelligibility because I believe that a good piece of writing needs to be well articulated. It should contain ideas the author wants to say because grammar issues should be dealt with the last unless it hinders the messages ESL students want to get them across. I also help other native tutors to be more patient and pedagogical sounded in their tutoring sessions with ESL students by giving them some tips in the staff meetings. Another point to be made is for writing center tutors is that tutors should be aware of the issue of standard English is not the only model for students especially ESL students to learn (See Grimm, 1999, for more information)

I always tell ESL students (in their ENGL101) that they should let their professors know about their presence in other classes besides English. This might help teachers to be more torelent to their writing issues and to be more supportive in their learning. ESL students need to voice themselves out in classes to add multiple perspectives in the class discussions and to be recognized from classmates so that the issue of ESL stereotypes will not be generalized.

Grimm, N. M. (1999). Good Intentions: Writing Center Work for Postmodern Times. Boynton/Cook
Matsuda, P. K. (1999). Composition studies and ESL writing: A disciplinary division of labor. College Composition and Communication, 50, 691-721