|
 |
| LEADERSHIP UPDATE |
| FROM THE EDITORS |
Margi Wald, University of California, Berkeley, USA
Catherine Smith, University of Minnesota, Morris, USA
Suzan Stamper, Indiana University-Purdue University, Indianapolis, USA |
| Welcome to the second issue of the SLW-CALL InterSection newsletter. Read More |
|
|
| ARTICLES |
| VOICE IN DIGITAL DISCOURSE |
| Paul Kei Matsuda, Arizona State University, USA |
|
One of the concepts that has been important in discussing the
role of identity in writing is voice. This article explores aspects of a
sociocultural definition of voice and the negotiation of identity in
digital contexts. Read More |
|
| THE MACHINE SCORING OF ESSAYS: REDEFINING WRITING PEDAGOGY? |
| Deborah Crusan, Wright State University, Dayton, OH, USA |
|
Writing assessment is difficult and challenging work. Recently,
teachers have seen promise in machines and programs that can
potentially alleviate the perceived burden of grading. These programs
ostensibly offer efficiency to writing teachers in terms of assessing
the writing their students do as well as encouraging students to view
writing as a process in which they revise their work multiple times. In
an effort to discover whether machine scoring—also known as automated
essay scoring, automated writing evaluation, automated essay evaluation,
and automated essay grading—is a boon to the writing classroom, a group
of graduate students and I examined MY
Access!® with a class of second language
writers, looking into their attitudes about machine scoring and the ways
they employed the various aspects of the program. Read More |
|
| INTRODUCING ARGUMENTATIVE WRITING THROUGH DIALOGUE AND WEB 2.0 |
| Mary Hillis, Kansai University, Japan |
|
This teaching technique describes how to introduce students to
the basics of argumentative writing through the creation of a dialogue
on a controversial issue using an online digital storytelling
tool. Read More |
|
| THE LISTEN-TO-WRITE APPROACH: USING AUDITORY MEMORY AND CALL IN CHINESE EFL COLLEGE WRITING EDUCATION |
| Qingsong (Pine) Gu Wenhua (Angela) Chen Guohua (Tim) Ding Shanghai University of Engineering Science, Shanghai, P.R. China |
|
For a long time, Chinese EFL college writing programs have not
delivered desired results for writing development. A primary reason may
be a lack of linguistic information in learners’ long-term memory. A
proposed solution is to focus on sensory memory and explicitly connect
listening to writing during instruction. Read More |
|
| A REVIEW OF REAL GRAMMAR: A CORPUS-BASED APPROACH TO ENGLISH |
| Robert Poole, University of Alabama, USA |
|
Susan Conrad and Douglas Biber’s Real Grammar: A
Corpus-Based Approach to English effectively presents a
corpus-based approach to grammar instruction for intermediate and
advanced English language learners. The engaging and informative text
provides an alternative to traditional grammar instruction. Using
empirical research methods to identify and describe key language
patterns in a corpus of British and American English, it teaches the
grammar native speakers actually use. Read More |
|
