Grant Eckstein | University of California, Davis (original) (raw)
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Papers by Grant Eckstein
Although writing conferences with second language (L2) writers are thought to be valuable learnin... more Although writing conferences with second language (L2) writers are thought to be valuable learning experiences, there is little
research to show how one-on-one writing conferences can benefit L2 writers at low English language proficiency levels. This report summarizes insights gleaned from instituting a large-scale, intensive L2 writing conference program for students at five levels of English language proficiency. This conferencing program is described, along with survey response from 14 writing teachers and 546 students in the program. Teacher responses demonstrated benefits of classroom-based writing conferences, such as opportunities for individualized instruction, goal setting, and rapport building. Student responses, meanwhile, differed by proficiency level and demonstrated that lower-proficiency learners favored less collaborative interactions with feedback on local concerns and more proficient learners preferred more collaborative interactions and global feedback. Furthermore, teachers seemed to structure their feedback and interactional styles based on the language proficiency of L2 writing students. This report adds to student–teacher writing conference research by investigating and reporting on the feedback preferences of L2 writers at different language proficiencies but also speculates on the overarching purposes of an intensive writing conference program, namely that it can provide a rich mentoring relationship which extends beyond traditional writing feedback.
Journal of English for Academic Purposes, 2011
Post-secondary writing teachers in composition and English as a second language (ESL) writing pro... more Post-secondary writing teachers in composition and English as a second language (ESL) writing programs are likely familiar with multi-draft composing. Both composition and ESL writing programs share nearly identical multi-draft models despite the very unique and different cultures of each group. We argue that multi-draft composing as it is currently used within second language writing programs can be overwhelming for ESL writers. In this study, we introduce the iterative multi-draft model, a revised and more manageable version of the traditional multi-draft model that can be used specifically with ESL writers to help them master essential writing skills in academic argumentation. A study of 42 compositions written by 14 students over the course of one semester in a North American pre-university intensive English program demonstrates that the new model can be effective. Although no significant improvement was seen in word choice and academic referencing, the iterative model produced a statistical effect on writing scores in three writing skill subcategories (content, organization, and grammar). Additionally, the iterative multi-draft model led to higher writing scores when compared to a traditional multi-draft model. Student perspectives on the model further indicate its relative strengths and weaknesses. We define the term composition as post-secondary writing and rhetoric research/pedagogy. Furthermore, we make the assumption that English composition differs from ESL composition in that the former does not necessarily cater to non-native English writers, while the latter focuses exclusively on that group.
Although writing conferences with second language (L2) writers are thought to be valuable learnin... more Although writing conferences with second language (L2) writers are thought to be valuable learning experiences, there is little
research to show how one-on-one writing conferences can benefit L2 writers at low English language proficiency levels. This report summarizes insights gleaned from instituting a large-scale, intensive L2 writing conference program for students at five levels of English language proficiency. This conferencing program is described, along with survey response from 14 writing teachers and 546 students in the program. Teacher responses demonstrated benefits of classroom-based writing conferences, such as opportunities for individualized instruction, goal setting, and rapport building. Student responses, meanwhile, differed by proficiency level and demonstrated that lower-proficiency learners favored less collaborative interactions with feedback on local concerns and more proficient learners preferred more collaborative interactions and global feedback. Furthermore, teachers seemed to structure their feedback and interactional styles based on the language proficiency of L2 writing students. This report adds to student–teacher writing conference research by investigating and reporting on the feedback preferences of L2 writers at different language proficiencies but also speculates on the overarching purposes of an intensive writing conference program, namely that it can provide a rich mentoring relationship which extends beyond traditional writing feedback.
Journal of English for Academic Purposes, 2011
Post-secondary writing teachers in composition and English as a second language (ESL) writing pro... more Post-secondary writing teachers in composition and English as a second language (ESL) writing programs are likely familiar with multi-draft composing. Both composition and ESL writing programs share nearly identical multi-draft models despite the very unique and different cultures of each group. We argue that multi-draft composing as it is currently used within second language writing programs can be overwhelming for ESL writers. In this study, we introduce the iterative multi-draft model, a revised and more manageable version of the traditional multi-draft model that can be used specifically with ESL writers to help them master essential writing skills in academic argumentation. A study of 42 compositions written by 14 students over the course of one semester in a North American pre-university intensive English program demonstrates that the new model can be effective. Although no significant improvement was seen in word choice and academic referencing, the iterative model produced a statistical effect on writing scores in three writing skill subcategories (content, organization, and grammar). Additionally, the iterative multi-draft model led to higher writing scores when compared to a traditional multi-draft model. Student perspectives on the model further indicate its relative strengths and weaknesses. We define the term composition as post-secondary writing and rhetoric research/pedagogy. Furthermore, we make the assumption that English composition differs from ESL composition in that the former does not necessarily cater to non-native English writers, while the latter focuses exclusively on that group.