SSLW2024: Full Schedule

1:15pm MST

Agency in the elementary school writing process: A positioning analysis of mother-son homework help

Thursday November 14, 2024 1:15pm - 1:45pm MST

Using positioning theory, the authors examined a mother and son’s discursive positioning and translanguaging practices during homework help sessions as the child drafted a series of five paragraph essays. Findings highlight the child’s dynamic agentic development and the parent’s role in the writing process.

Presenters

Angel Steadman

Highline College

Hayriye Kayi-Aydar

University of Arizona

Kade Downs

Kate Shea

University of Arizona

Thursday November 14, 2024 1:15pm - 1:45pm MST
Tucson

Paper, A1

1:45pm MST

Exploring student feedback literacy of JFL learners at the beginner level: An ecological perspective

Thursday November 14, 2024 1:45pm - 2:15pm MST

Tucson

This study explored student feedback literacy of JFL learners at a U.S. college and how feedback literacy played a role in shaping engagement with WCF from an ecological perspective. The findings revealed that JFL learners possessed similar feedback literacy to EFL/ESL students but also demonstrated some unique aspects.

Presenters

Jun Takahashi

Colby College

Thursday November 14, 2024 1:45pm - 2:15pm MST
Tucson

Paper, A2

2:15pm MST

Enhancing L2 students’ agency through the systematic integration of rubrics into the feedback-revision process

Thursday November 14, 2024 2:15pm - 2:45pm MST

Tucson

In this presentation, we propose that assessment rubrics can be transformed into formative revision tools to increase students’ rhetorical agency and help them develop a deep sense of self-reflection. We provide specific examples that teachers can use as templates to develop rubric-based revision tools for different genres and writing assignments.

Presenters

Ghada Gherwash

Colby College

Elena Taylor

Utah State University

Thursday November 14, 2024 2:15pm - 2:45pm MST
Tucson

Paper, A3

3:15pm MST

“Avoid fancy words?” “Yeah, like don’t make your readers 不明觉厉”: A case of academic English teachers’ multilingual collaboration in EMI

Thursday November 14, 2024 3:15pm - 3:45pm MST

Tucson

This presentation aims to describe the roles of two multilingual English language teachers (the two presenters) in their first semester teaching academic writing in an EMI program in China. The presenters will report on their multilingual collaboration and argue for increased multilingual support in EMI programs.

Presenters

Kevin Fedewa

Michigan State University

Jiayan Zhang

University of Arizona

Thursday November 14, 2024 3:15pm - 3:45pm MST
Tucson

Paper, B1

3:45pm MST

Activating funds of knowledge via intercultural interaction in introductory composition

Thursday November 14, 2024 3:45pm - 4:15pm MST

Tucson

This study explores how diverse domestic and multilingual students engage funds of knowledge when navigating new academic, social, and cultural experiences. It examines how funds of knowledge are activated through autoethnographic and reflective writing in introductory composition classes and reports findings about domestic monolingual, domestic multilingual, and international multilingual student profiles.

Presenters

Hadi Banat

Assistant Professor of English & ESL Director, University of Massachusetts Boston

Bradley Dilger

Professor of English, Purdue University

Phuong Tran

Embry-Riddle Aeronautical University

Rebekah Sims

University of Strathclyde Glasgow

Thursday November 14, 2024 3:45pm - 4:15pm MST
Tucson

Paper, B2

4:30pm MST

Directed self-placement for multilingual writers: Providing student agency to placement into an ecology of first-year college writing

Thursday November 14, 2024 4:30pm - 5:00pm MST

Tucson

This presentation describes the transformation of a Writing Program into an ecology of first-year writing by expanding Directed Self-Placement to multilingual writers. This provides students agency in choosing their course environment (topical, foundational, or designed for multilingual writers), improved motivation and brought student voices to the forefront of our pedagogy.

Presenters

Gusztav Demeter

Thursday November 14, 2024 4:30pm - 5:00pm MST
Tucson

Paper, C1

5:00pm MST

Where did our students go?: Examining the directed self-placement choices of multilingual writers

Thursday November 14, 2024 5:00pm - 5:30pm MST

Tucson

Facing declines in international student enrollment and a trend of international students opting for mainstream sections rather than multilingual sections of writing courses via directed self-placement, we surveyed students enrolled in both types of sections to better understand how they choose their section and their experiences in those classes.

Presenters

Grace Lee-Amuzie

Assistant Professor, Penn State University Abington

Dr. Grace Lee-Amuzie is Assistant Professor of Applied Linguistics and Director of Center for Intercultural Leadership and Communication at Penn State Abington. She regularly offers faculty development workshops on equity pedagogy and culturally relevant teaching. Her research interests... Read More →

Rachel LaMance

Assistant Teaching Professor of Applied Linguistics and TESOL, Coordinator of Academic Integration for Multilingual Stud, Penn State University Abington

Thursday November 14, 2024 5:00pm - 5:30pm MST
Tucson

Paper, C2

5:30pm MST

Linguistic repertoires, institutional data, and the ecology of writing placement

Thursday November 14, 2024 5:30pm - 6:00pm MST

Tucson

Despite the simplistic nature of institutional data collected on linguistic diversity among U.S.-resident students, the presenter will demonstrate how a combination of data points, including students’ constructions of their linguistic repertoires, can persuade campus partners to share responsibility for developing linguistically inclusive placement and other institutional practices.

Presenters

Gail Shuck

Professor, Boise State University

I’ve been Director of English Language Support Programs at Boise State University since 2001, working with campus and community partners to smooth the paths to and through college for multilingual students. I’m especially interested in 1) supporting the success of US-resident... Read More →

Thursday November 14, 2024 5:30pm - 6:00pm MST
Tucson

Paper, C3

10:15am MST

‘I feel like I’m working for AT&T’: Managerialist tactics for cutting ESL college writing courses

Friday November 15, 2024 10:15am - 10:45am MST

Tucson

This paper identifies neoliberal corporate-like managerial tactics used by college completion reformers in one university system to eliminate ESL writing courses systemwide and suppress faculty resistance. We show how these tactics were anti-democratic, abrogating faculty governance with little managerial accountability and suggest ways to counter them.

Presenters

Linda Harklau

Professor, University of Georgia

Tu Thi Cam Dang

University of Georgia

Friday November 15, 2024 10:15am - 10:45am MST
Tucson

Paper, D1

10:45am MST

ESL 016 writing IIIB: Yet another exercise in humility

Friday November 15, 2024 10:45am - 11:15am MST

Tucson

This paper reflects upon the adjustments made by a retired full-time professor from a large research one university in the process of becoming a part-time adjunct professor at a community college. While these adjustments were often difficult, they were opportunities for growth and for fostering a necessary sense of humility.

Presenters

Tony Silva

Northampton Community College

Friday November 15, 2024 10:45am - 11:15am MST
Tucson

Paper, D2

11:15am MST

Demystifying administration in a transnational writing program: The role of Graduate Assistant Directors

Friday November 15, 2024 11:15am - 11:45am MST

Tucson

This presentation introduces the experiences of three Graduate Assistant Directors’ contributions toward a growing transnational Writing Program. These experiences and insight can serve as a model for how graduate student involvement in SLW program administration can be mutually beneficial for graduate students, program administrators, and SLW programs.

Presenters

Wei Xu

Ph.D. Candidate, University of Arizona

Wei Xu is a 4th-year Ph.D. candidate in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. She obtained her master's degree in TESOL from Durham University, UK. Her research interests center around multilingual genre-based pedagogy, multimodal composition... Read More →

Hongni Gou

University of Arizona

Jaime Mejia Mayorga

The University of Arizona / Pima Community College

Emily Palese

Assistant Director, International Foundations Writing; Professor of Practice, English Applied Linguistics, University of Arizona

Christine Tardy

University of Arizona

Friday November 15, 2024 11:15am - 11:45am MST
Tucson

Paper, D3

11:50am MST

JSLW Editorial Advisory Board Meeting

Friday November 15, 2024 11:50am - 12:50pm MST

Tucson

This is a closed meeting for JSLW Editorial Board members.

Friday November 15, 2024 11:50am - 12:50pm MST
Tucson

Closed Meeting

1:00pm MST

The story less told: Analysis of non-empirical research in the Journal of Second Language Writing

Friday November 15, 2024 1:00pm - 1:30pm MST

Tucson

This paper reviews non-empirical research published in the Journal of Second Language Writing (JSLW) (1992-2023). It looks at the contributors, research topics, methodology, and theoretical perspectives of non-empirical research in JSLW. By bringing to the forefront the less visited non-empirical research, this paper aims to provide readers of JSLW with a fuller picture of the journal’s publication landscape.

Presenters

Xueyi Yuan

Arizona State University

Friday November 15, 2024 1:00pm - 1:30pm MST
Tucson

Paper, E1

1:30pm MST

Mapping the terrain of L2 Chinese reading and writing research: A thirty-year scoping review

Friday November 15, 2024 1:30pm - 2:00pm MST

Tucson

We report on a scoping review of empirical L2 Chinese reading and writing studies. Analyzing 430 studies, key findings included: focus on words, populations from WEIRD backgrounds, limited technology integration, unclear operationalization of writing constructs. Implications will inform L2 writing research agendas, especially in non-Roman writing systems.

Presenters

Matt Coss

Lead Instructor, Michigan State University

Kevin Fedewa

Michigan State University

Charlene Polio

Professor, Michigan State University

Friday November 15, 2024 1:30pm - 2:00pm MST
Tucson

Paper, E1

2:00pm MST

Tracing the concept of English writing in the Chinese national English curriculum: 1902-2011

Friday November 15, 2024 2:00pm - 2:30pm MST

Tucson

This paper tracks Chinese national English curriculum from 1902 to 2011 to illustrate changes in the definition of English writing. This paper analyzes the writing section of national English curriculum standards in terms of definition, learning outcomes, stages of writing initiation, assessment criteria, and teacher-student relationship within four time periods.

Presenters

Mingrui Qiao

University of Toronto

Friday November 15, 2024 2:00pm - 2:30pm MST
Tucson

Paper, E3

3:00pm MST

The importance of paragraphs in undergraduate writing: Faculty perceptions

Friday November 15, 2024 3:00pm - 3:30pm MST

Tucson

In this presentation, we present results of a study of faculty across seven disciplines on the importance of traditional paragraph structure in undergraduate writing, particularly given the rise of multimodal composing and other digital genres. Implications for writing instruction and assessment will be discussed.

Presenters

Sara Cushing

Georgia State University

Chiho Young-Johnson

Georgia State University

Laura Yi Tan

Friday November 15, 2024 3:00pm - 3:30pm MST
Tucson

Paper, F1

3:30pm MST

Teachers’ cognition in responding to student writing

Friday November 15, 2024 3:30pm - 4:00pm MST

Tucson

This is a descriptive analysis of 24 Chinese teachers' cognition in responding to student writing using a framework adapted from Borg (2003). Findings indicated conflicting beliefs and across constructs of classroom context; administration and faculty; L2 learning, teacher training and teaching; and forms of written corrective feedback.

Presenters

Mark Howard Sullivan

student, northern arizona university

Friday November 15, 2024 3:30pm - 4:00pm MST
Tucson

Paper, F2

4:00pm MST

Instructors’ ability to distinguish between verbatim copying and paraphrasing in L2 student source-based writing

Friday November 15, 2024 4:00pm - 4:30pm MST

Tucson

This presentation reports on a study of L2 student source-use and the degree to which verbatim copying and near verbatim copying of source material (a) is present in the L2 student writing, and (b) was identified by raters who were exceedingly familiar with the source texts.

Presenters

Stephen Doolan

Professor, Texas A&M University - Corpus Christi

Friday November 15, 2024 4:00pm - 4:30pm MST
Tucson

Paper, F3

4:45pm MST

What does spoken word poetry have to do with academic writing?

Friday November 15, 2024 4:45pm - 5:15pm MST

Tucson

This study examines the language learning experiences of multilingual EAP students and teachers vis-a-vis spoken word poetry. It argues that developing broader dispositions such as language awareness and rhetorical sensitivity are more important than mastery of traditional writing. The findings have implications for educators interested in disrupting traditional language practices.

Presenters

Jennifer Burton

Concordia University

Friday November 15, 2024 4:45pm - 5:15pm MST
Tucson

Paper, G1

5:15pm MST

SLW teachers’ pedagogical knowledge and instructional practices with mentor texts

Friday November 15, 2024 5:15pm - 5:45pm MST

Tucson

This presentation will report on a mixed-methods study focused on better understanding first-year writing instructors' pedagogical knowledge and instructional practices with sample texts in the L2 writing classroom. Presenters will provide an overview of the main findings from the study and discuss implications for instruction and future research.

Presenters

Angela Hakim

Lecturer, Iowa State University

Emily Palese

Assistant Director, International Foundations Writing; Professor of Practice, English Applied Linguistics, University of Arizona

Christine Tardy

University of Arizona

Friday November 15, 2024 5:15pm - 5:45pm MST
Tucson

Paper, G2

9:00am MST

Assessing the relationship between written corrective feedback and depth of processing and their effect on second language writing performance

Saturday November 16, 2024 9:00am - 9:30am MST

Tucson

Written corrective feedback (WCF) is vital in second language acquisition, refining writing skills, and enriching language learning. However, uncertainties persist regarding its impact and processing by learners. Research indicates the efficacy of indirect WCF supplemented with metalinguistic explanation (ME), necessitating further investigation, especially among heritage learners, to inform pedagogy accurately.

Presenters

Ronald Leow

Professor, Georgetown University

Mahmoud Abdi Tabari

University of Nevada, Reno

Christopher Nicklin

The University of Tokyo

Saturday November 16, 2024 9:00am - 9:30am MST
Tucson

Paper, H1

9:30am MST

How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis

Saturday November 16, 2024 9:30am - 10:00am MST

Tucson

This meta-analysis examines feedback's impact on writing for L1, L2, and FL learners in schools and universities. Results show that different feedback methods and agents affect learners differently. Further research involving FL and L2 learners at school is necessary, particularly on the effect of deep-level feedback.

Presenters

Sina Scherer

University of Münster

Steve Graham

professor, arizona state university

Steve Graham is the author of the influential Carnegie Reports Writing Next, Writing to Read, and Informing Writing. He is also the author of the Elementary Writing Guide published by What Works Clearinghouse. He is the former Editor of Contemporary Educational Psychology and Exceptional... Read More →

Vera Busse

Prof. Dr., University of Münster

Saturday November 16, 2024 9:30am - 10:00am MST
Tucson

Paper, H2

10:15am MST

Sentence level feedback and discourse level feedback: Scholars insights into the state of the research

Saturday November 16, 2024 10:15am - 10:45am MST

Tucson

Given the disparity between the amount of scholarship on WCF versus scholarship on discourse level feedback,this presentation reports on a study surveying scholars about the factors that influence the type(s) of feedback they research, plans for future research, and the gaps they identify in the existing body of research.

Presenters

Lynn Goldstein

Professor Emerita, The Middlebury Institute of International Studies (MIIS)

Robert Kohls

Associate Professor, San Francisco State University

Saturday November 16, 2024 10:15am - 10:45am MST
Tucson

Paper, I1

10:45am MST

Understanding teacher feedback literacy in L2 writing: A needs analysis

Saturday November 16, 2024 10:45am - 11:15am MST

Tucson

This survey and interview-based study explores L2 writing teachers' self-perceived feedback literacy (knowledge, value, ability) and what their needs are for improving their feedback provision skills. Implications for teacher educators interested in developing writing teacher feedback literacy are discussed.

Presenters

HeeJoon Choi

PhD Student, Georgia State University

Saturday November 16, 2024 10:45am - 11:15am MST
Tucson

Paper, I2

11:15am MST

Accidental power: Interactions between peer readers and multilingual writers

Saturday November 16, 2024 11:15am - 11:45am MST

Tucson

In sharing the results of her qualitative study, the speaker will discuss how peer readers may inadvertently assume roles of power, reinforcing language hegemony. As a result, the speaker advocates for a theory-based tutoring methodology when working with multilingual writers.

Presenters

Lisa DiMaio

teaching professor, Drexel University

Saturday November 16, 2024 11:15am - 11:45am MST
Tucson

Paper, I3

1:00pm MST

Whole-person reciprocal mentoring as a literacy practice

Saturday November 16, 2024 1:00pm - 1:30pm MST

Tucson

In the decade since we last presented on the topic of reciprocal mentoring at SSLW, our interactions have continued to benefit us both at later stages in our careers. We give examples of how mutual professional and life co-mentoring can positively influence L2 scholars’ writing, publishing, and graduate student advising.

Presenters

Christine Pearson Casanave

adjunct professor, Temple University Japan

Yongyan Li

Hong Kong University

Saturday November 16, 2024 1:00pm - 1:30pm MST
Tucson

Paper, J1

1:30pm MST

“It's like a one-to-one kind of tutor for my writing”: Multilingual graduate writers’ uses and views of GenAI feedback

Saturday November 16, 2024 1:30pm - 2:00pm MST

Tucson

This study reports on L2 English graduate students’ dynamic experiences with using GenAI for writing feedback during the first year after ChatGPT’s release. Our results demonstrate how critical GenAI-mediated feedback practices can support these students as they navigate the challenges of Outer Circle membership and U.S. graduate education.

Presenters

Sophia Minnillo

PhD Candidate, University of California, Davis

I am a PhD candidate in Linguistics at University of California, Davis with a designated emphasis in Writing, Rhetoric, and Composition. I focus on L2 and heritage language learning, writing, teaching, and assessment. I also study multilingual identities and experiences during international... Read More →

Dana Ferris

Professor of Writing, University of California Davis

Dana R. Ferris, Professor in the University Writing Program at the University of California, Davis, has had a wide-ranging career as a teacher, teacher-educator, researcher, writer, editor, and writing program administrator. Her books and articles have focused primarily on the teaching... Read More →

Saturday November 16, 2024 1:30pm - 2:00pm MST
Tucson

Paper, J2