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SLWIS News, Volume 1:1 (February 2006)

by User Not Found | 10/28/2011

February 2006 Volume 1 Number 1
A periodic newsletter for TESOL members.

In This Issue...
  • Leadership Updates
    • Letter From the Chair
    • SLW News: Mission Statement and Call for Submissions
    • SLW News Column Editor Positions Available
  • Articles
    • CALL Column: CALL and SLW
    • Book Review: The Nuts and Bolts of College Writing
    • Book Review: Second Language Writing
  • Convention Updates
    • SLWIS Featured Sessions at TESOL 2006
    • SLWIS Discussion Groups at TESOL 2006
    • Getting Involved With SLWIS at the TESOL 2006 Convention
  • Announcements and Information
    • Recent Position Documents From TESOL: NCLB and U.S. Visa Policy
    • Symposium on Second Language Writing 2006: “Practicing Theory in Second Language Writing”
    • Call for Papers: Building Bridges: Second Language Writing Across Contexts
  • About This Member Community
    • Second Language Writing IS Contact Information

Leadership Updates Letter From the Chair

Christina Ortmeier-Hooper, 2005-06 Chair, Second Language Writing IS,

From my desk, I can see the snowy branches testifying to yet another New Hampshire winter, and this year’s TESOL convention in Tampa looks all the more inviting. It is hard to believe that this will be the inaugural year for the new Second Language Writing Interest Section (SWLIS) at TESOL. The past year has brought together a great many wonderful colleagues and supporters from throughout the L2 writing world, and I would like to thank all of you who supported the creation of this Interest Section through petitions, letters of encouragement, and a great deal of hard work. The establishment of a formal L2 writing group at TESOL is an important step as the field continues to grow and flourish.

In July 2005, the TESOL board approved the addition of a new Interest Section (IS) on writing. As Jessie Moore Kapper, our incoming chair, has eloquently noted, “The Second Language Writing IS provides a space to build bridges in our discussions on writing—between academic levels, across settings, and over oceans.” As we look forward to the TESOL convention in March, the presence of the SLWIS is beginning to take shape. In Tampa, discussion groups sponsored by the SLWIS will cover topics including “Alternative Placement Methods for Second Language Writers,” “Issues in Technologies for L2 Composition Classrooms,” and “Crossing Bridges With Second Language Writing Partnerships.” We will also be holding our first Academic Session, entitled “Broadening Perspectives on Second Language Writing.” This session will be a chance to take stock of where L2 writing has been as a discipline, to share current research and trends in the field, and to discuss the future of L2 writing studies. It will also be a chance to share the work of L2 writing specialists with the larger TESOL audience.

As these topics suggest, the new SLWIS provides a forum for researchers and educators to discuss and exchange information in the area of second language writing. Specifically, our goals are

  • to increase awareness of the significance of writing in teaching ESL/EFL
  • to encourage and support the teaching of writing to ESOL students at all levels
  • to provide a forum to discuss issues of writing assessment and the placement of second language writers
  • to disseminate and promote research on second language writing

The hope is that SLWIS will facilitate communication about writing across teaching levels and settings. Recent research on the scope of second language writing scholarship suggests that most of the field’s nationally (within the United States) and internationally circulated scholarship is produced by scholars in postsecondary education at research-intensive institutions. Other contexts for writing (pre-K through 12, 2-year colleges, community programs, international K-12 schools, etc.) often have much larger populations of ELL/EFL writers, but scholars, particularly teacher-researchers, in these settings do not often receive support for researching and writing.

In light of that, the new SLWIS provides us with the opportunity to initiate more research and scholarship in these underrepresented contexts by supporting new collaborations and partnerships across levels and by providing a forum for discussing shared experiences. Indeed, the SLWIS will hopefully bring teachers, teacher-researchers, and second language writing specialists together, from across nations, across institutions, and across grade levels, to discuss the unique needs and concerns of ESL/EFL writers. Along with the Symposium on Second Language Writing and theConference on College Composition and Communication (CCCC) Committee on Second Language Writing, the SLWIS at TESOL hopes to broaden the scope of L2 writing research and to help teachers and administrators further their understanding of second language writers.

The Tampa convention will also be an opportunity to introduce new and current TESOL members to the SLWIS. We will also begin to set our agenda for 2006-07, which will include an increased number of SLW sessions at TESOL 2007. These sessions will provide a new venue for the many promising L2 writing researchers and educators who are eager to share their insights, and I hope that many of you will consider submitting proposals for TESOL 2007 in Seattle, Washington.

People at TESOL are interested in second language writing issues, and I hope that you will consider adding the SLWIS to your membership, joining the SLW e-list, and attending our open meeting on Wednesday, March 15, 5-7 p.m., in Tampa. We also encourage TESOL members to stop by our booth in the convention hall. Join us in charting the future for this new IS. I look forward to seeing you in Tampa!

Best wishes,


SLW News: Mission Statement and Call for Submissions

Mission Statement


SLW News provides a forum for the exchange of views, research, and pedagogical practices related to second language writing. This forum creates opportunities for Interest Section members to advocate for students and other members, to disseminate and promote research on second language writing, and to encourage and support the teaching of writing to ESOL students at all levels.


SLW News is oriented to teachers, teacher-researchers, administrators, and writing specialists from across all nations, institutions, and grade levels, including traditionally underrepresented contexts(pre-K through 12, 2-year colleges, community programs, international K-12 schools, etc.).


The ultimate vision for the newsletter is inclusiveness, in light of the breadth and depth of the constituents served. SLW News strives to achieve a balance in the following areas:

  • articles, brief reports, and announcements that address the concerns of those working in all educational settings
  • coverage of issues of concern to the various constituent audiences based on experience level and area of expertise or interest
  • · theoretical and practical information about second language writing, teaching, research, and administration

Call for Submissions

SLW News is soliciting articles on second language writing theory, research, and pedagogy in all ESL/EFL settings.

SLW News welcomes articles that focus on L2 writer and characteristics and text features, classroom materials and practices, placement and assessment issues, writing program administration, teacher development, and other related areas. SLW News encourages submissions related to any educational setting, especially traditionally underrepresented contexts (pre-K through 12, 2-year colleges, community programs, international K-12 schools, etc.). In light of the newsletter’s electronic format, authors are encouraged to include hyperlinks.

Submission Guidelines

Articles should

  • be no longer than 1,500 words
  • include a 50-word (500 characters or less) abstract and 2- to 3-sentence author biography
  • contain no more than five citations
  • follow the style guidelines in the Publications Manual of the American Psychological Association, Fifth Edition (APA)
  • be in MS Word (.doc) or rich text (.rtf) format

Please direct your submissions and questions to

Margi Wald

College Writing Programs

University of California, Berkeley

Berkeley, CA 94720-2500 USA


tel: +1 510.642.3340

fax: +1 510.642.6963

Book Review Policy

SLW News welcomes reviews of teacher resource books and student texts dealing with second language writing, teaching, research, and administration. Anyone interested in writing a review for SLW News may choose a recently published book in the field and contact the editor for approval and review copies. Reviews will be considered for publication based on the quality of the reviewer’s evaluation and description of the book, and the book’s relevance and importance to the field.

Reviews should

  • be in APA format
  • be 600-900 words in length
  • include a 50-word (500 character or less) abstract and a 2- to 3-sentence author biography

Further information and book review suggestions are available from Margi Wald, editor, at

SLW News Column Editor Positions Available

Margi Wald, SLW News Editor,

So that SLW News can provide members with the most current, relevant information, we are currently seeking editors for the newsletter’s Book Review Column, Research Forum, and Context columns.

Book Review Editor

The book review editor will compile and manage a list of new books of interest to SLWIS members, publish the list on the SLWIS website, solicit submissions, coordinate with publishers to have review copies sent to potential reviewers, and write reviews him/herself as desired.

Research Forum Editor

The goal of this column is to provide a venue for researchers to share research questions, preliminary results, and areas of interest and for members to keep abreast of current research in the field. The research forum editor will compile a list of brief reports on recently completed or in-progress research projects by SLWIS members. This editor will also compile summaries of conferences and presentations on L2 writing outside TESOL. Furthermore, this editor will solicit reports and summaries from SLWIS members, as well as choose a format and a system of categorization for reports.

Context Column Editors

Given SLW News’ goal of encouraging submissions related to a variety of educational settings, especially traditionally underrepresented contexts, we are seeking editors for our Context Column to ensure strong, broad coverage. Ideally, we will have several editors for this column, each of whom would represent a particular educational level or context. Possible contexts include, but are not limited to, elementary, secondary, 2-year or community colleges, college/university, community programs, and professional institutes; both ESL and EFL contexts should be represented. Editors will solicit articles of relevance to people working in the chosen context and coordinate with the SLW News editor to ready articles for publication. If interested, please note the context you would like to represent.

Candidates must be members of TESOL and SLWIS (primary or secondary). If you are interested or have questions, please contact Margi Wald, SLW News editor, at The SLWNews Mission Statement and Call for Submissions can be found at

I look forward to working with members to provide relevant information on second language writing theory, research, and pedagogy in all ESL/EFL settings. Your input is greatly appreciated.

Articles CALL Column: CALL and SLW

Andrea Word, CALL Column Editor, SLW News,

This inaugural issue of the SLWIS newsletter represents the beginning of an exciting period for our Interest Section. As the director of programs of ESL and intensive English at a 4-year university, I am personally struggling with the challenges of utilizing fascinating and robust new technologies while adhering to sound pedagogical principles. I suspect, as well, that many of you are like me: You have a background in TESOL and/or applied linguistics with a smattering of training in technology. In fact, in my case, I’m not sure a single CALL class in grad school (enlightening though it was) merits reference as even a smattering of training. However, I have over the years gained some experience through a variety of positions I have held (as online instructor, online tutor, and online editor, as well as SLW instructor and, currently, program director and curriculum developer).

In addition, like many, if not most, of you, I am passionately interested in the world of technology and the vistas it opens up for the SLW classroom. Unfortunately, passionate interest does not manufacture the time required to keep up with the omnipresent and constantly changing world of technology. Therefore, though I would like to explore all facets of the interface of SLW and technology, I know that it is not possible for one person to accomplish this alone. Being a mother of two daughters under the age of 2 does not help the situation. Hence, my plea for help from you.

I volunteered for this position for two reasons: (a) I am interested in exploring further the use of computers, associated software, and Internet-based materials to enhance second language writing instruction and (b) I don’t think it’s possible for one person to be completely up-to-date and familiar with all the offerings available in the world of CALL (even in the relatively narrow neighborhood related to SLW). As a result, somewhat selfishly, I would like to commission you, SLW specialists and specialists-to-be, to nominate hardware and software for review as well as to review instructional approaches at the curricular and lesson levels.

To those ends, I propose that we discuss not only what is available in terms of tools but also what people are doing with the tools we have. I’m hoping to include three reviews or critiques per issue: One would be related to hardware (computers, handhelds, lab set-ups, etc.); one would be a review of a software package or Internet-based program (e.g., WebCT/Blackboard, Pronunciation Power); and one would be a review of the use of CALL in curriculum or lesson design, with a discussion of the challenges met and overcome in relation to goals and delivery.

For each issue, I plan to list software, Internet-based materials, and links (where permitted) to online resources developed and in use by SLWIS members and colleagues. To get the ball rolling, I would like to request applications to review the following: WebCT (or Blackboard, or any combination of the two because Blackboard purchased WebCT in late 2005); Horizon Wimba; and Dreamweaver (or CourseBuilder for Dreamweaver). Because these are Internet-based software packages that require some degree of familiarity in order to review meaningfully, please submit an application to review them only if you are already familiar with these materials and programs. In addition, please let me know if you have used any of these in designing and delivering materials for SLW contexts.

I am particularly interested in nominations for reviews of similar software and Internet-based programs and materials. Please e-mail me at if you would like to review other online courseware management systems (e.g., eCollege; Sakai; Moodle; Oncourse), communication software (e.g., Articulate Presenter), or development tools (e.g., Course Genie; Adobe GoLive; FrontPage).

Reviews of Internet-based programs and software should address the following: cost; accessibility (PC vs. Mac; Netscape vs. Internet Explorer); user-friendliness (for both designers and end-users (students); and the pros and cons in its use related to the needs of specific SLW populations. Please plan to specify the educational context for which you are targeting the review (e.g., preK-12 vs. community college vs. university) and the target population being served, including number of students (child vs. adult; second vs. foreign language).

Reviews of instructional applications (whether curricular or at the lesson level) should specify the target population (age, level, and goals). In addition, you will want to address such items as methodological foundations, pedagogical issues, and both teacher- and learner-related challenges.

In return for your help, I offer a solemn commitment to serve as a facilitator in the exchange of ideas and assessments as you report your forays into the technologies of the world.

I hope you share my excitement at this opportunity to gain insights into the interface between SLW and CALL. I will try to end each column with a motivational question to get us thinking about issues central to our progress in these areas. Please let me know your response to this question via e-mail. I’ll try to incorporate the breadth of responses in each subsequent column.

Question: Is CALL the best term for what we are talking about? It’s a term that’s been around since the 1960s, when it basically referred to the computer-assisted transference of relatively static information—the movement of information via cyberspace rather than paper. Is it time to reassess its appropriateness in light of all of the technologies that are emerging as we write? Perhaps CALL could become computer-altered language learning. Does using online platforms or software programs significantly impact learning itself? Does it change the experience for our learners in a significant way?

Andrea Word is the director of ESL and IEPs at the University of Alabama in Huntsville. Her research interests include the use of computers, associated software, and Internet-based materials to enhance second language writing instruction.

Book Review: The Nuts and Bolts of College Writing

Reviewed by Maggie Sokolik,

The Nuts and Bolts of College Writing

Michael Harvey

Hackett Publishing Company, Inc.



xv + 103 pp., paperback

Looking for a writing textbook that wouldn’t break students’ bank accounts with its price tag, nor their backs with its size, I chose The Nuts and Bolts of College Writing, by Michael Harvey, a slim paperback (103 pp.) costing a mere $4.95. (Used copies can be had for as little as 25¢.) In spite of my students’ delight with both the book’s size and price, I have misgivings about the choice. These misgivings, however, have more to do with its appropriateness for the population of students in the class* than with the quality of the book itself.

Nuts and Bolts is divided into eight major chapters: 1) Concision, 2) Clarity, 3) Flow, 4) Punctuation, 5) Gracefulness, 6) Using Sources, 7) Paragraphs, and 8) Beginnings and Endings. It includes an appendix for documentation and citation formats as well, covering CMS, MLA and APA styles. Each of the chapters is further divided into sections. The chapter contents cover the material one would expect in a book about writing, as well as the ideas typically addressed in larger, longer writing handbooks.

Following its own advice about clarity in writing, the book is clear and concise. It covers a wide variety of topics in its relative few pages—from verb choice to comma use to the advantage of the tricolon. In addition, it provides ample numbers of examples of these points, so that students not understanding the description of a tricolon, for example, would be able to grasp its use from the example:

Coriolanus doesn’t hide his contempt for the commoners; he doesn’t flatter them; he doesn’t try to soften his image. (p. 53)

In addition, the discussion of the historical present, for example, is one of the clearer ones I’ve read. It lays out examples of when to use the past tense and when to use the present tense in citing written work. This is an area that second language (and first language) students often struggle with, as the logic of the historical present is not always apparent. There is also a useful discussion of when and why to use the passive voice in writing, advice that avoids oversimplifying the issue by advising students against the passive voice.

That said, the vocabulary used in this book presumes a fairly experienced reader/writer, as apparent in the following example:

At least the speakers of these grudging admissions chose their words carefully and, in a narrow sense, skillfully. But students tend to use the passive voice merely as a bad habit, part of the pompous style. The usual result? Turgid prose:

Passive Voice Active Voice

The Taft-Hartley Act was The Court also cited the

also used to support the Taft-Hartley Act.

Court's decision.


In addition, the rationale for the ordering of the chapters is a bit opaque: the logic of moving from “Flow” to “Punctuation” then back to “Gracefulness” is not clear. However, in fairness, there never seems to be an ideal order of chapters in these kinds of textbooks. Like most instructors, I do not assign a serial reading of writing handbooks anyway, so the exact order is not a big issue.

Overall, this book seems best for students at a more advanced stage in their writing. Although called Nuts and Bolts, my students needed considerably more “nuts and bolts” than were provided to support their writing efforts. Students who have previously had the benefit of working with a more detailed writing handbook might find this book a good refresher on the main concepts of the art and practice of writing.

As a result, I would happily recommend this text to colleagues teaching intermediate or advanced writing classes, or to assign it again the next time I teach a group of students who need a reminder of the basics of good writing, but not a more extensive examination of its components. The clear style, compact presentation, good examples, and reasonable price make The Nuts and Bolts of College Writing an inexpensive, well-written, and useful text to slip into a backpack.

Maggie Sokolik received her Ph.D. in Applied Linguistics from UCLA. She is the author of several textbooks, and the Editor of the journal TESL-EJ. She teaches at The University of California, Berkeley, where she is also Director of the Summer ESL Workshop.

First-semester students, some ESL students, some bilingual, generation 1.5 students, all placed into the lowest level of writing offered at our university

Book Review: Second Language Writing

Reviewed by Robin Poling,

Second language writing

Ken Hyland

Cambridge University Press

Cambridge, England


318 pp., paperback.

Are you looking for innovative methods for use in the ESL/ELL/EFL writing classroom or lab with nonnative English language learners? In his book, Ken Hyland provides theoretical and practical guides for teaching writing, including discussions of contrastive rhetoric, classroom instruction issues from syllabus design through assessment, student assignment possibilities, the use of newer technologies, responding to writing, and even conducting research on writing and writers.

This text forms part of the Cambridge Language Education Series edited by Jack C. Richards, which aims to use the highest quality and most recent theory, practice, and research to provide clarification of, and solutions for, problems in language teaching and teacher training in an easy-to-read format. Therefore, this book is designed for ESOL/EFL or bilingual language educators more than for English instructors who have few students from other languages and cultures. Writing center teachers or those who teach mixed ESOL and native English speaker developmental or reading and composition classes may also find this book helpful. Teachers of the process approach or the genre approach to teaching writing will benefit from an update that includes aspects with which they may be less familiar.

If one wants to get a good idea of what second language writing is all about and how to teach it, this book is a good source. Though not all of a more experienced teacher's specific detailed, burning questions may be resolved, the text does cover and combine many different theories and approaches, encouraging a synthesis of all of them. Each chapter begins with its own set of general aims, which the chapter generally fulfills. Chapters 1 and 2 are particularly good at bringing together the different ideas about, and ways of approaching, the teaching of writing. Chapter 2 specifically addresses the difference between the types of problems second language learners have and those faced by writers for whom English is a native language. Chapters 3 and 4 offer detailed discussions of planning and preparation for teaching a writing class.

Chapter 5 does a nice job of discussing tasks with particular attention to language scaffolding and the kinds of exercises associated with it. Chapter 6 covers the plethora of technologies available for use in writing instruction today. Hyland also manages to creatively add one or two less-familiar prewriting approaches. Chapter 7 is a balanced and careful treatment of the key issues related to students getting feedback on their writing, whether from a peer, a tutor in the writing lab, or the teacher. I found chapter 8 to be a good review and update on various issues in written assessments with a particular focus on portfolio assessments. And after reading chapter 9, I had a much clearer idea of how I might engage in writing research.

Of particular interest to teacher educators or professionals reading this book for their own development are the reflective questions used several times throughout each chapter to help readers grasp and consider the information previously discussed in the section. The teacher with some experience as well as the beginning teacher may find these questions quite useful at times, such as when they deal with encouraging the reader to think about the implications of the material for their teaching; unfortunately, some questions are rather basic. Also, no attempt is made at the end of the book to summarize or reflect on the sections overall and how they inform one another or a teacher’s complete teaching of the subject. However, Hyland does address issues beyond the classroom, including matters related to the writing lab and student support for effective learning, as well as how one can engage in writing research.

Overall, the book is helpful and engaging. Hyland does not claim to give specialist information but does a good basic job of covering current issues related to second language writing. Preservice and inservice teachers with a modest level of experience as well as teacher trainers may find the book helpful. I recommend it for correcting misconceptions, expanding one’s knowledge of theoretical models of how to teach writing, learning more about electronic resources, arranging student feedback effectively with peers and writing lab helpers, and determining how one might begin research in this area. Perhaps Hyland is not the only or most authoritative source for learning about second language writing, but certainly he is one knowledgeable current voice in this arena.

Robin Poling is an ESOL college teacher and member of both TESOL and the Washington State affiliate of TESOL known as WAESOL. She is also a member of the Society for Applied Anthropology.

Convention Updates SLWIS Featured Sessions at TESOL 2006

Speech, Pronunciation, and Listening/Second Language Writing InterSection:

Teaching Academic Speaking and Writing

Thursday, March 16, 9:30-11:15 a. m.

Tampa Marriott Waterside Hotel/Florida Salon VI

This session covers the teaching of three essential components of academic English: academic writing, giving oral presentations, and coping with academic group discussions with native and nonnative English speakers. Underlying principles and pedagogical techniques are demonstrated.

SLWIS Academic Session: Broadening Perspectives in Second Language Writing

Thursday, March 16, 2:00-4:45 p.m.

Tampa Marriott Waterside Hotel/Grand Salon B

What is the future of second language writing (SLW) research and teaching? What concerns face writers and their teachers? Who are second language writers these days? What are the field’s latest research paradigms and pressing questions? In this academic session, the first for the new SLW Interest Section, presenters will consider these questions and more. The panel will open with a brief history of the SLW field, and then presenters will share their current work in SLW and discuss their perspectives on the future of L2 writing pedagogy and research. The session will conclude with time for questions and discussion. The panel represents a range of research perspectives including teacher education, K-12 schools, U.S. colleges, and international universities. Presenters include Tony Silva, Danling Fu, Shondel Nero, Paul Matsuda, Xiaoye You, and Christina Ortmeier-Hooper.

SLWIS Discussion Groups at TESOL 2006

Alternative Placement Methods for Second Language Writers

Wednesday, March 15, 7:30-8:15 a.m.

Deborah Crusan, Wright State University The field of writing placement increasingly calls for the use of multiple methods when assessing for placement. One approach that incorporates multiple variables is Online Directed Self-Placement. Come discuss issues, political and theoretical, surrounding alternative methods to traditional writing placement.

ESL Writers in Mainstream Composition Classes
Thursday, March 16, 7:30-8:15 a.m.

Robin Roots, Michigan State University
This discussion explores strategies that TESOL professionals can develop for helping ESL/Generation 1.5 writers succeed in mainstream college composition courses. We will discuss teaching strategies for working with diverse groups of writers and approaches for developing institutional support structures.

Crossing Bridges With Second Language Writing Partnerships

Friday, March 17, 7:30-8:15 a.m.

Jessie Moore Kapper, Elon University

This discussion group provides an opportunity to share second language writing interests and scholarship across academic levels and physical settings and to form new collaborative partnerships. Come discuss your second language writing interests and hear about others’ current projects.

Cross-Training Between L1/L2 Composition Specialists

Friday, March 17, 7:00-7:45 p.m.

Margi Wald and Michelle Winn, UC Berkeley

In light of increasing enrollment of multilingual writers in composition classes, L2 writing instruction can no longer be solely the responsibility of L2 specialists. Participants will discuss the role of L2 specialists in composition programs and models for L1/L2 teacher development collaborations.

Issues in Technologies for L2 Composition Classrooms

Friday, March 17, 7:00-7:45 p.m.

Joel Bloch, The Ohio State University
This group will give composition teachers the opportunity to raise concerns, share successes and failures, and discuss in general the use of technology both as a tool to help with traditional classroom approaches and as a potentially new writing environment.

Revisiting Teaching Argumentation, a Functional-Rhetorical Approach

Friday, March 17, 7:00-7:45 p.m.

Subarna Banerjee, College of Education, Temple University

This discussion will focus on the method of teaching rhetorical strategies to ESL students. In particular, expressive, interactional, and sociopolitical strategies will be discussed as a means of developing academic arguments in freshman composition classes.

Getting Involved With SLWIS at the TESOL 2006 Convention

Getting Involved With SLWIS at the TESOL 2006 Convention

1. Search programs and events.

Visit to search for sessions and presentations.

2. Stop by the SLWIS booth—a great place to sit, relax, and network.

E-mail Jessie Kapper, SLWIS chair-elect, at if you’d like to volunteer to staff the booth or place handouts at the table.

3. Mark your calendars for these special sessions:

Speech, Pronunciation, and Listening/Second Language Writing InterSection:

Teaching Academic Speaking and Writing

Thursday, March 16, 9:30-11:15 a.m.

Tampa Marriott Waterside Hotel/Florida Salon VI

SLWIS Academic Session: Broadening Perspectives in Second Language Writing

Thursday, March 16, 2:00-4:45 p.m.

Tampa Marriott Waterside Hotel/Grand Salon B

4. Attend discussion groups focusing on second language writing issues.

See a list of SLWIS-sponsored discussion groups in this issue of the newsletter.

5. Come to SLWIS meetings to network and plan events.

Second Language Writing IS Open Meeting

Wednesday, March 15, 5:00-7:00 p.m.

Tampa Convention Center, Room 13

Second Language Writing IS Planning Meeting

Thursday, March 16, 1:00-2:00 p.m.

Tampa Convention Center, Room 13

SLWIS hopes to use these meeting times to increase networking among members. Come meet colleagues with similar pedagogical and administrative interests. Discuss issues, share best practices, and choose topics and foci for SLWIS 2006-07 projects and plans. Contact Jessie Kapper, SLWIS chair-elect, at if you have ideas to share but cannot attend the meetings or the convention.

Announcements and Information Recent Position Documents From TESOL: NCLB and U.S. Visa Policy

Position Paper on Assessment and Accountability Under NCLB

Since its passage, the No Child Left Behind Act of 2001 (NCLB) has fundamentally altered the educational landscape in the United States. Its purpose is laudable: “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (1425). However, its implementation has presented significant challenges to schools as they serve the growing number of English language learners—a group NCLB was specifically intended to help.

Position Statement on U.S. Visa Policy

Much has been written about the increased difficulties international students and educators have faced when attempting to come to the United States to study. TESOL calls on the U.S. government to provide a coherent visa policy, to create a timely and transparent visa process, and to refine controls and procedures to efficiently focus resources on those applicants that require special screening.

To read the full text of these documents or to download printable copies, go to Position Statements and Papers at


No Child Left Behind Act of 2001, 20 U.S.C. 6301 (2002).

Symposium on Second Language Writing 2006: “Practicing Theory in Second Language Writing”

Paul Kei Matsuda,, and Tony Silva,, Chairs, Symposium on Second Language Writing

June 8-10, 2006, Purdue University, West Lafayette, Indiana, USA

Please join us for the Symposium on Second Language Writing 2006, the fifth in a series of biennial gatherings of second language writing specialists from around the world. This year’s symposium will feature 16 distinguished speakers who will explore various aspects of theoretical work that goes on in the field of second language writing. The speakers are

Dwight Atkinson, Temple University Japan

Diane Belcher, Georgia State University

Suresh Canagarajah, Baruch College, CUNY

Bill Condon, Washington State University

Deborah Crusan, Wright State University

Alister Cumming, OISE/University of Toronto

Douglas Flahive, Colorado State University

Lynn Goldstein, Monterey Institute of International Studies

Linda Harklau, University of Georgia

John Hedgcock, Monterey Institute of International Studies

Alan Hirvela, Ohio State University

Ryuko Kubota, University of North Carolina at Chapel Hill

Lourdes Ortega, University of Hawai’i at Manoa

Dudley Reynolds, University of Houston

Christine Tardy, DePaul University

Wei Zhu, University of South Florida

The presentations will be complemented by discussion during question-and-answer sessions and through informal conversations during the symposium dinner.

In addition, the Graduate Student Conference on Second Language Writing, a special event held in conjunction with the symposium, provides opportunities for graduate students to present their research and scholarship on second language writing and receive feedback from peers and from established scholars in the field in a supportive atmosphere. To submit a proposal, please visit

For more information about the Symposium on Second Language Writing, please visit

Call for Papers: Building Bridges: Second Language Writing Across Contexts

Jessie Moore Kapper, Elon University,, and Elizabeth Patton, Purdue University, coeditors

We invite contributions for an edited collection, Building Bridges: Second Language Writing Across Contexts, which attempts to close existing gaps in international conversations among second language writing scholars in elementary and secondary schools, 2-year colleges, postsecondary institutions, and community programs. Much current scholarship on second language writing comes out of postsecondary institutions in the United States. This volume attempts to build bridges between this context and other sites of second language writing research, theory, and pedagogy.

We anticipate contributions to five major sections:

  • Exploring Boundaries: Disciplinary Realms for Second Language Writing
  • Understanding Contexts: The Current Status of Second Language Writing
  • Posing Questions: Sites of Inquiry in Second Language Writing
  • Supporting Collaboration: Projects That Cross Contextual Boundaries
  • Identifying Resources: Annotated Bibliographies on Second Language Writing in Context

Contributions might focus on, but are not limited to, the following:

  • the current status of second language writing pedagogies, research, or theories in a specific context
  • institutional locations of second language writing instruction and research in relation to disciplinary boundaries
  • what second language writing scholars would like to learn from their colleagues working in other contexts
  • underrepresented sites of second language writing scholarship
  • questions developing out of teaching or researching second language writing in a specific context
  • reports of in-progress or completed research that crosses contextual boundaries for second language writing
  • reports of in-progress or completed projects that reflect collaborations among scholars working in different contexts
  • suggestions for initiating and supporting collaborations among scholars working in different contexts

All contributions should be accessible to readers who are new to the field of second language writing or who primarily work in a related field. Because the volume focuses on contexts, authors also should include descriptions of their own institutional contexts.

We request that submissions not exceed 20 manuscript pages (including a list of references, tables and figures, and appendices). Please follow the manuscript preparation guidelines outlined in the 5th edition of the APA Manual. We plan to send each manuscript out for external review to help us assess its quality and to generate feedback for revision.

Please send submissions to Jessie Moore Kapper (—as Microsoft Word (.doc) or rich text format (.rtf) files—by June 30, 2006. Any questions also should be directed to Jessie.

About This Member Community Second Language Writing IS Contact Information

TESOL’s Second Language Writing IS provides a forum for researchers and educators across grade levels and institutional settings to discuss and exchange information in the area of second language writing.

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Web site

SLWIS Community Leaders 2005-2006


Christina Ortmeier



Jessie Moore Kapper


E-List Manager

Jessie Moore Kapper


Web Manager

Christine Tardy

Newsletter Editor

Margi Wald


CALL Column Editor

Andrea Word-Allbritton