ESL Composition class
The ESL programs considered as a part of linguistics, which is a science, what make the ESL writing different from the college writing in many ways. In ESL courses, students are required to stick to certain patterns of writing. They do not have the freedom to express their interest, or even write a reflection about chosen books. “ESL classes usually are seen as practical preparation courses for the TOEFL test, not for college in general or life in the United States. In the writing class, the students are required to stick to certain patterns of writing. From intermediate to advanced levels, students are asked to write comparison and contrast, cause and effect, classification, or process essays with preselected topics”. Which I think is not a great idea to help these students to succeed in their academic life. If I can examine the role of freedom of expression and diversity of topics in the ESL writing class, and how we can improve the ESL students’ ability to write. WeshouldinclodtheseREFERNCESwithothers Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of second language writing 12(1), 3-15. Bilton, L., & Sivasubramaniam, S. (2009). An Inquiry into Expressive Writing: a Classroom-based Study. Language Teaching Research, 13(3), 301-320. Benesch, S. (1993). ESL, ideology, and the politics of pragmatism. TESOL quarterly, 27(4), 705-717. CCCC Statement on Second-Language Writing and Writers (2001). College Composition and Communication, Vol. 52 (4), 669-674. Elbow, P. (1991). Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues. College English, 53(2), 135-155. Hairston, M. (1992). Diversity, ideology, and teaching writing. College Composition and Communication, 43 (2),179-193. Hinkel, E. (1999a). Culture in second language teaching and learning. Cambridge: Cambridge University Press. Hinkel, E. (2014). Culture and pragmatics in second language teaching and learning. In M. Celce- Murcia, D. Brinton, & M. Snow (Eds.), Teaching English as a second or foreign language (pp. 394-408). Boston, MA: National Geographic Learning.
Hinkel, E. (2015). Effective curriculum for teaching L2 writing: Principles and techniques. New York, IL: Routledge. Hyland, K., & Hyland, F. (2012). You could make this clearer: Teachers’ advice on ESL academic writing (pp53-72). In Limberg, H (Ed.). Advice in discourse. Amsterdam: John Benjamins Pub. Leki, I., & Carson, J. (1997). “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39-69 Li, J. (2006). The mediation of technology in ESL writing and its implications for writing assessment. Assessing Writing, 11(1), 5-21. Li, X. (2007). Identities and Beliefs in ESL Writing: From Product to Processes. TESL Canada Journal, 25(1), 41-64. Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141. Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT journal, 59(1), 23-30. English Language Learners. Santos, T. (1992). Ideology in Composition: L1 and ESL. Journal of Second Language Writing, 1(1), 1-15. U.S. Department of Education, National Center for Education Statistics. (2013). The Condition of Education 2013 (NCES 2013-037), Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of second language writing, 13(4), 257-283.
