Tutoring Second Language Text Revision: Does the Approach to Instruction or the Language of Communication Make a Difference?

Journal of Second Language Writing

Volumn 5, Issue 3, 1996, Pages 197-226

  Cumming, Alister ^a   Sufumi, S O ^b  

^a UNIVERSITY OF TORONTO   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040823433     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1060-3743(96)90002-8     Document Type: Article

References (65)

1. Aljaafreh, A., & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 465-483.
2. Beason, L. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English, 27, 395-422.
3. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
4. Carnicelli, T. (1980). The writing conference: A one to one conversation. In T. Donovan & B. McClelland (Eds.), Eight approaches to teaching composition (pp. 101-131). Urbana, IL: National Council of Teachers of English.
5. Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-386.
6. Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. New York: Cambridge University Press.
7. Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations (pp. 1-46). New York: Cambridge University Press.
8. Collins, A., Brown, J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning and instruction (pp. 453-494). Hillsdale, NJ: Erlbaum.
9. Connelly, M., & Clandinin, J. (1988). Teachers as curriculum planners. Toronto: OISE Press.
10. Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3, 257-276.
11. Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482-511.
12. Cumming, A. (1995). Fostering writing expertise in ESL composition instruction: Modelling and evaluation. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 375-397). Norwood, NJ: Ablex.
13. Daiute, C., & Dalton, B. (1993). Collaboration between children learning to write: Can novices be masters? Cognition and Instruction, 10, 281-333.
14. Dickson, P. (1992). Using the target language in modern foreign language classrooms: A review. Slough, England: National Foundation for Educational Research.
15. Di Pardo, A., & Freedman, S. (1988). Peer response groups in the writing classroom: Theoretical foundations and new directions. Review of Educational Research, 58, 119-149.
16. Edelsky, C. (1986). Writing in a bilingual program: Habia una vez. Norwood, NJ: Ablex.
17. Faigley, L., & Witte, S. (1981). Analyzing revision. College Composition and Communication, 32, 400-414.
18. Fathman, A., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178-190). New York: Cambridge University Press.
19. Ferris, D. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33-53.
20. Fitzgerald, J. (1987). Research on revision in writing. Review of Educational Research, 57, 481-506.
21. Freedman, S., & Katz, A. (1987). Pedagogical interactions during the composing process: The writing conference. In A. Matsuhashi (Ed.), Writing in real time: Modelling the production process (pp. 58-80). Norwood, NJ: Ablex.
22. Goldstein, L., & Conrad, S. (1990). Student input and negotiation of meaning in ESL writing conferences. TESOL Quarterly, 24, 443-460.
23. Graesser, A., & Pearson, N. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
24. Greenleaf, C., & Freedman, S. (1993). Linking classroom discourse and classroom content: Following the trail of intellectual work in a writing lesson. Discourse Processes, 16, 465-505.
25. Harris, M. (1992). Collaboration is not collaboration is not collaboration: Writing centre tutorials vs. peer-response groups. College Composition and Communication, 43, 369-383.
26. Harris, M., & Silva, T. (1993). Tutoring ESL students: Issues and options. College Composition and Communication, 44, 525-537.
27. Hawisher, G. (1987). The effects of word processing on the revision strategies of college freshmen. Research in the Teaching of English, 21, 145-159.
28. Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141-163.
29. Hyman, R. (1970). Ways of teaching. Philadelphia: Lippincott.
30. Jacobs, G. (1987). First experiences with peer feedback on compositions: Student and teacher reaction. System, 15, 325-333.
31. Johnson, R.K., & Swain, M. (1994). From core to content: Bridging the L2 proficiency gap in late immersion. Language and Education, 8, 211-229.
32. Joyce, B., & Weil, M. (1986). Models of teaching (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
33. Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
34. Leinhardt, G., & Ohlsson, S. (1989). Tutorials on the structure of tutoring from teachers. Technical Report No. CLIP-89-03 & KUL-89-05. Pittsburgh: University of Pittsburgh, Center for the Study of Learning, Learning Research and Development Center.
35. Lockhart, C., & Ng, P. (1995). Analyzing talk in ESL peer response groups: Stances, functions, and content. Language Learning, 45, 605-655.
36. Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
37. McArthur, D., Stasz, C., & Zmuidzinas, M. (1990). Tutoring techniques in algebra. Cognition and Instruction, 7, 197-244.
38. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
39. Mendonca, C., & Johnson, K. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly. 28, 745-769.
40. Merrill, D., Reiser, B., Merrill, S., & Landes, S. (1995). Tutoring: Guided learning by doing. Cognition and Instruction, 13, 315-372.
41. Newkirk, T. (1995). The writing conference as performance. Research in the Teaching of English, 29, 193-215.
42. Person, N., Kreuz, R., Zwaan, R., & Graesser, A. (1995). Pragmatics and pedagogy: Conversational rules and politeness strategies may inhibit effective tutoring. Cognition and Instruction, 13, 161-188.
43. Polio, C., & Duff, P. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78, 313-326.
44. Radecki, P., & Swales, J. (1988). ESL student reaction to written comments on their written work. System, 16, 355-365.
45. Riazi, A. (1992). Use of thinking prompts in tutorial sessions: A case study. Unpublished course paper. Toronto, Canada: Ontario Institute for Studies in Education.
46. Ruth, L., & Murphy, S. (1986). Designing writing tasks for the assessment of writing. Norwood, NJ: Ablex.
47. Saito, H. (1992). The advantages of second language writing conferences: A case study of two tutoring sessions in second language writing. Unpublished course paper. Toronto, Canada: Ontario Institute for Studies in Education.
48. Saito, H. (1994). Teachers' practices and students' preferences for feedback on second language writing. TESL Canada Journal, 11, 46-70.
49. Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27, 657-677.
50. Simmons, J. (1984) The one-to-one method of teaching composition. College Composition and Communication, 35, 222-230.
51. Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
52. So, S. (1992). The ESL writing conference: Analysis of student-tutor discourse. Unpublished course paper. Toronto, Canada: Ontario Institute for Studies in Education.
53. Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15, 205-224.
54. Sperling, M. (1991). Dialogues of deliberation: Conversations in the teacher-student writing conference. Written Communication, 8, 131-162.
55. Sperling, M. (1994). Discourse analysis of teacher-student conferences: Finding the medium in the message. In P. Smagorinsky (Ed.), Speaking about writing (pp. 205-224). Thousand Oaks, CA: Sage.
56. Stanley, J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1, 217-233.
57. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), For H.G. Widdowson: Principles and practice in the study of language (pp. 125-144). Oxford: Oxford University Press.
58. Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
59. Tomasello, M., & Herron, C. (1989). Feedback for language transfer errors. Studies in Second Language Acquisition, 11, 384-395.
60. Ulichny, P., & Watson-Gegeo, K. (1989). Interactions and authority: The dominant interpretive framework in writing conferences. Discourse Processes, 12, 309-328.
61. Vygotsky, L. (1986). Thought and language. Cambridge: MIT Press.
62. Wells, G. (1990). Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20, 369-405.
63. Wells, G. (1994, April). Discourse as tool in the activity of learning teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
64. Wong, I. (1988). Teacher-student talk in technical writing conferences. Written Communication, 5, 444-460.
65. Zamel, V. (1995). Strangers in academia: The experiences of faculty and ESL students across the curriculum. College Composition and Communication, 46, 506-521.