Reading Time: 5 minutesThis paper explores students attempts at Grammatical Metaphor through the use of nominalization. Student errors with nominalization are identified to create a framework of the intermediary stages students pass through as their writing develops.
Reading Time: 4 minutesSaito (2012) shine some light on the question of whether pronunciation instruction is effective through a research synthesis, finding an overall positive effect of pronunciation intervention with a number of considerations for the classroom.
Reading Time: 4 minutesBenefitting from 20 years of development in the fields of L2 writing and Writing Program Administration (WPA), Tardy and Whittig provide a timely update to Silva’s ethical imperative that moves beyond mere classroom concerns to how L2 writers are positioned by dominant discourses in the institution and how L2 writing specialists must be prepared to serve as an advocate for these students.
Reading Time: 4 minutesThis entry looks at a classic piece from the early years of the field of L2 writing that is still shockingly relevant in today’s higher education environment of increasing international student enrollment targets. Specifically, it discusses the ethical treatment of L2 writers and writing at Western universities. TL;DR: Go read Silva (1997)!
Reading Time: 5 minutesDi Zou (The Education University of Hong Kong) investigates the effectiveness of three different vocabulary tasks and comes up with interesting conclusions. But things may not be as straightforward as they seem.
Reading Time: 4 minutesThis post extends the work about Automatic Writing Evaluation software (AWEs) by providing concrete recommendations, especially about usability, that may be useful to L2 writing specialists.
Reading Time: 5 minutesCavaleri and Dianati’s (2016) article discussed how students at their institution reacted to using Grammarly to support their writing.