Speaker
Description
This presentation will offer practical insights and guidance on ways to leverage hand-written journals in the reading/writing classroom to enhance and mutually reinforce both skills. This presentation is grounded in L2 reading-writing research and theory (Grabe & Zhang, 2013; Ferris & Hedgcock, 2023; Hirvela, 2016). Examples and demonstrations used are the result of ongoing classroom research. Benefits and challenges regarding implementation and assessment will also be addressed.
Abstract section 1: Relevance
Although researchers now commonly accept that teaching reading is also the responsibility of the writing teacher (Ferris & Hedgcock, 2023; Hirvela, 2016) reading instruction is often short-changed in the writing classroom (Grabe & Zhang, 2013; Leki & Carson, 1994, 1997) despite the fact that most university writing tasks require the ability to combine reading and writing in sophisticated ways (Horning, 2010; Keck, 2006; Leki, 2007; Shi, 2012; Wette, 2021). Using writing journals offers students increased practice and scaffolding to develop the complex, integrated skills needed to integrate sources into their writing (Grabe, 2001; Hirvela, 2016; Plakans, 2010; Tardy, 2009).
Abstract section 4: Outcomes/results
A brief overview of research and theories underlying reading-writing research will be shared to ground the presentation and provide relevance for the demonstration. The procedure for introducing and using journals with students will be provided. Examples that illustrate the centrality of reading to students' writing issues, and ways that journals can address these issues, and hence develop students’ writing, will be demonstrated through the hands-on practice and examples. Time, logistic, and assessment challenges as barriers to journal use will also be addressed.
Abstract section 2: Contribution/research questions
This presentation will elucidate the purpose, aims, and logistics of incorporating handwritten journals in their reading/writing classrooms, and the importance of supporting reading in the writing classroom and writing in the reading classroom. Common ways to incorporate a wide variety of content into the journals will be modeled and provided. Additionally, both benefits and challenges, as well as ways to mitigate challenges will be covered in the presentation.
Abstract section 5: References
Ferris, D. R. & Hedgcock, J. S. (2023). Teaching L2 composition: Purpose, process, and practice (4th ed.). Routledge.
Grabe, W. (2001). Reading-writing relations: Theoretical perspectives and instructional practices. In D. Belcher & A Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connection (pp. 15-47). University of Michigan Press.
Grabe, W. & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4, 9-24.
Hirvela, A. R. (2016). Connecting reading & writing in second language writing instruction (2nd ed.). University of Michigan Press.
Horning, A. (2010). A potential solution to the plagiarism problem: Improving reading. Journal of Teaching Writing, 25, 143–175.
Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15, 261-278.
Leki, I., & Carson, J. (1994). Students’ perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28, 81–101. doi:10.2307/3587199
Leki, I., & Carson, J. (1997). “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31, 39–69. doi:10.2307/3587974
Plakans, L. (2010). Independent vs. integrated writing tasks: A comparison of task representation. TESOL Quarterly, 44, 185–194. doi:10.5054/tq.2010.215251
Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of Second Language Writing, 21, 134-148. doi:10.1016/j.jslw.2012.03.003
Tardy, C. (2009). Building genre knowledge. Parlor Press.
Wette, R. (2021). Writing using sources for academic purposes: Theory, research and practice. Taylor & Francis Group.
Abstract section 3: Content/method
The presentation will begin with a brief overview of the underlying theory and research supporting journal usage and the reading-writing connection. Next, the benefits of usage will be explained while modeling the logistical set up of the journals. After modeling, examples of theory-aligned, skill building approaches to content will be used as examples and explained. Lastly, challenges of using journals will be discussed along with mitigating strategies.
| Title | Using Journals to Enhance the Reading-Writing Connection |
|---|---|
| Teaching Context | College and university education |