1. Writing With an Accent--2 Dr. Lucie Moussu Director, Centre for Writers Disclaimer: Most (but not all) of the info on these slides comes from John Bitchener and Dana Ferris’ 2011 book on Written Corrective Feedback (see list of References).

2. Who are our L2 students? Highly educated people Very motivated students (or not) Often with high literacy levels in their L1 Coming from: – The Faculty of Extension (ESL courses + the Bridging Programme) – Other countries (TOEFL test or other similar tests)

3. What is the TOEFL? It’s a multiple-choice test (grammar, reading, etc.) It tests your ability to pass the TOEFL It does NOT test your ability to: – Deal with massive amounts of information – Deal with culture shock, isolation and homesickness – Ask questions and find support systems – Function in large classrooms with different teaching and learning methods and expectations – Read and write a lot and very quickly – Deal with communication difficulties and new cultural conventions

4. The problem: “Teachers and their L2 students share a problem: deep down, many of them believe that the L2 writers are simply not capable of producing well- edited, linguistically effective work.” (p. 161) → teachers often do not look for effective ways to help L2 writers achieve high-quality work and do not require them to produce high-quality work → students do not always put forth the effort required to do so

5. Questions: Have you ever taken a course in English grammar, TESL, linguistics, or applied linguistics? Have you ever learned a second language? How confident are you about the rules of the English language? Here is a quick grammar lesson so you know what I’m talking about (tenses):

6. More questions: Do you remember receiving instructions on how to give written corrective feedback (WCF) to your students? What is your philosophy of WCF? Do you believe that you should correct mistakes and explain the rules, or that you should simply point out the mistakes and let students correct them on their own? Do you correct/point out EVERY mistake or only some of them? Why? Do you focus more on form or content? Why, when, how?

7. A little bit of theory: There is a difference between competence (knowing the rule) and performance (using the rule). L2 students need to – Learn the rules – Understand the rules – Practice the rules – Use the rules automatically

8. More theory? There are specific stages in language learning. New rules can’t be learned if it’s not “the right time.” L1 and L2 errors and thinking/writing processes are NOT the same! Errors: a character flaw, evidence of laziness, a developmental stage, an opportunity to learn, or a social construct? (see Williams’ trick) All errors are not created equal: – Yesterday I go to the supermarket and buy food for dinner. – There are certain types of errors that students need to pay attention to.

9. OK, that was a lot of theory! The “ideal text” does not exist There is a real world out there, but do we have to face it right now? L2 students must pay attention to language form and structure if acquisition is to occur Language development occurs as a result of social interactions, especially with speakers of the target language. Hmmm… L2 students want and expect WCF L2 students (at the university level) can often correct their own mistakes

10. Questions you should answer before you write your syllabus: Should errors be corrected? When should errors be corrected? Which errors should be corrected? How should errors be corrected? Who should correct errors? What are students’ responsibilities if/when they have received feedback on their errors?

11. Should errors be corrected? Yes! However, it all depends on two things WHICH YOU MUST FIND OUT/DECIDE: Who are your students? (ESL/EAL course only? What are their strengths and weaknesses? What do they want? What do they need?) What are the goals of your course? (To improve students’ writing skills? To improve their grammar? To teach them about literature? To improve their critical thinking skills? Etc.)

12. When should errors be corrected? On every draft? Before or after (or at the same time as) issues related to content? After specific grammar mini-lessons? As often (or as rarely) as you would give feedback to L1 students? Every day? Every time you receive paper or electronic drafts or during one-on-one or group conferences with the students?

13. Which errors should be corrected? Every single error? Errors that are more common than others? Errors that distract the reader the most? Errors that stigmatize the writer as a “less proficient writer”? Errors that impede comprehension the most? Errors that can’t be easily found and self-edited by the writer (idiomatic expressions, articles, prepositions, present participle vs. infinitive, etc.)? Errors of style or grammar? Errors whose rules you can explain?

14. How should errors be corrected? By highlighting/circling/underlying the errors? By writing the correct form above the error? By explaining the errors and rules? By writing a general summary at the end of the paper? By using codes (e.g. “awk.”), arrows and symbols? By focusing on specific errors and requiring the student to figure out the problems and suggesting solutions? By using electronic tools (e.g. the “add comments” or “track changes” functions in Words) or by hand-writing everything?

15. Who should correct errors? Only you? (Do you have enough time?) Classmates? (It’s easier to find mistakes in someone else’s paper; focused editing strategies can be successfully taught; there is pride in being able to help someone else) Tutors in a writing centre? (Do you know what they do over there? Do you warn your students? Do you provide the tutors with rubrics and good assignment descriptions?) Paid editors or tutors? (How do you know that they are not contradicting everything you teach?) Microsoft Word’s spell-checker? (Dr. Moose says: be careful, these things are not typically programmed for L2 errors) Self? (strategy training is crucial! Do you provide the tools and the opportunities to practice?)

16. What are students’ responsibilities? To use the amazing grading criteria that you wrote (with the help of the WAC director?) and explained at length in class and in person To use the amazing assignment descriptions that you wrote (with the help of the WAC director?) and explained at length in class and in person To use the tools that you provide and suggest To write carefully and purposefully To read your feedback and use it in their next draft or paper To use self-editing strategies (that you have taught and allowed them to practice in class and outside of class) To analyze their errors and track their progress To go to the writing centre

17. Self-editing strategies: Allow adequate time Break up the task Read your text aloud Focus editing on specific error patterns Know what mistakes you typically make Keep studying the rules and practicing Memorize things that don’t have rules (phrasal verbs, idiomatic expressions, etc.) Use electronic tools effectively Have other people (e.g. writing centre tutors) read your text and make suggestions

18. What YOU must do: Honestly identify gaps in your knowledge (correcting grammar can be dangerous; L2 students probably know more than you do!) Decide ahead of time and VERY PRECISELY what the goals/purpose of your course are and explain these things in your syllabus Decide what IS and what isn’t important to you (What is good enough? Are comma errors important? Is MLA citation format important?) Reflect on your own corrective feedback philosophy and practices Create clear and detailed assignment descriptions, grading criteria, and rubrics

19. More stuff YOU must do: Conduct a needs analysis during the first week of class and analyze and use its results throughout the semester Teach what you want the students to know. Don’t assume that they already know it (but don’t think L2 students are idiots) Talk with the students about the kinds of feedback they think they need and your reasons for doing things the way you do Provide many (small and big) opportunities for you to give feedback and for the L2 students to practice what they have learned Focus on developing students’ critical thinking skills and knowledge without overwhelming students with language issues (but without ignoring their real needs either). Sequence and integrate it all carefully and purposefully

20. This is the last page I promise: Create low-stakes assignments for the beginning of the semester to give students the opportunity to learn about your feedback and grading practices Allow students to write simply to learn and practice and try new things, without pressure (e.g. inkshedding) Schedule time for language mini-lessons, revision of drafts, editing workshops, group or individual conferences, lessons on common errors, discussions related to content, peer feedback, etc. Keep learning about grammar and style Read about research on written and oral corrective feedback and second language acquisition

21. Okay, last last word: “If teachers commit to developing and refining these skills, they will not only improve their own practices but will positively impact student progress—leading to more satisfaction for teachers and students alike. In a profession such as teaching, where the psychic rewards nearly always outweigh the financial ones, these benefits are not to be dismissed lightly.” (Ferris and Bitchener 192)