Symposium on Second Language Writing 2019

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Symposium on Second Language Writing 2019

08:30

SSLW & Institute Registration Alumni Lounge FoyerOrganizing Committee

09:00

AM1. Publishing in the Journal of Second Language Writing Alumni LoungeIcy Lee • Christine Tardy AM2. Implementing and assessing collaborative writing activities GoldNeomy Storch AM3. Creating and assessing placement practices to maximize student agency in composition course placement CopperTanita Saenkhum AM4. Creating opportunity for nonnative English speaking teachers of writing ChrysocollaTodd Ruecker • Mariya Tseptsura AM5. Intercultural rhetoric: Research methods and pedagogical applications PlataUlla Connor • Estela Ene

12:00

Lunch Break (On Your Own) Engrained, MU Food Court

14:00

PM1. Publishing in the Journal of Second Language Writing Alumni LoungeIcy Lee • Christine Tardy PM2. Designing assignments to enhance transfer of writing skills and strategies GoldDana Ferris • Ann Johns PM3. Issues and strategies in L2 writing program administration: Policies, procedures, and politics CopperPaul Kei Matsuda PM4. Classroom writing assessment ChrysocollaDeborah Crusan PM5. SLW in K-12: Issues, strategies, and integration PlataLuciana C. de Oliveira

18:00

Pre-Symposium Social TBA

08:30

Morning Refreshments Alumni Lounge Registration Alumni Lounge

09:00

Exhibits Alumni Lounge

09:15

Opening Ceremony Arizona

09:45

Opening Plenary: Learner agency enactment in L2 writing activities ArizonaNeomy Storch

10:45

Break Alumni Lounge

11:00

Open Plata Can L2 writing activity help learners prepare for L2 speaking? An exploratory cross-modality study with a focus on computer-mediated communication GrahamXiaomeng Zhang East meets West: Writing assessment, pedagogy, and administration in Chinese-American joint degree programs GilaBrooke Schreiber • Brody Bluemel Faculty perspectives on the academic writing skills of graduate students & supports for writing Santa CruzAntoinette Gagné • Victorina Baxan • Newton Ranaweera Guiding students through metacognitive experiences that facilitate reflective revising of L2 writing CopperNancy Tarawhiti Multiple perspectives on group assignments GoldNeomy Storch • Janne Morton On drawing on various disciplines in SLW research YavapaiStephanie Vandrick Stance Construction in Noun+that clauses: A corpus-based comparative study across disciplines, global and local academic writings YumaYichun Liu • Ting Huang Transitional genres in professional writing PinalHadi Banat Translanguaging as a L2 writing strategy: A mixed-methods approach to optimizing multilingual writing strategies in L2 source-based academic writing ChrysocollaIna Alexandra Machura Comparing second language writing process and products in computer- and paper-delivered tests ArizonaMingxia Zhi ESL student's comments on teacher's written corrective feedback in freshman composition classes ArizonaDung Tran First Years Writing about Translation ArizonaBetty Litsinger From bilingualism to biliteracy: Incorporating first language writing into second language writing by ESL Latinx students ArizonaSofya Tarabrina The Effectiveness of Corpus-aided Instruction for a Success of Academic Writing in Higher Education ArizonaEunjeong Park

11:30

Literature review writing in an L2: What graduate students need and want GoldGrant Eckstein • Maureen Sims Rhetoric's outliers in L2 writing CopperJay Jordan Agentic engagement in an assessment as learning oriented writing classroom context ArizonaLu Wang Elementary L2 writers' different perceptions toward written corrective feedback from peers and the teacher ArizonaSaem Heo L2 writing differences between two contexts: A corpus-based case study ArizonaSuneeta Thomas • Yukun Zhang Putting Knowledge Into Practice: Learning About Our Bilingual Students ArizonaAnjanette Griego "First they learn to write in Awajún and then in Spanish": A study about the factors that condition the success of the acquisition of writing in the first and second language in bilingual communities of the Peruvian... YavapaiRoberto Garcia-Zevallos • Nila Vigil-Oliveros L1 effects on L2 written production in mind-body-world alignment ChrysocollaYachao Sun • Ge Lan L1 writing experiences and L2 writing perceptions: Is there a relationship? GrahamHooman Saeli • An Cheng L2 writing curriculum design and review through faculty collaboration Santa CruzSydney Bassett • Irene Pannatier • DeElla Wiley Labor and agency in second language writing program administration GilaGreer Murphy • Troy Mikanovich Stancetaking in narrative: International graduate teaching associates’ identity negotiation as writing instructors across the curriculum YumaTamara Roose • Min-Seok Choi • Christopher Manion The resemiotization process of a graduate student in a research writing course: A systemic functional linguistics approach PinalSara Nezami Nav

12:00

Lunch Break (On Your Own) Engrained, MU Food Court

12:15

JSLW Editorial Board Meeting Gold

13:30

A Korean bilingual child's multimodal journal writing as a transnational space YumaMin-Seok Choi • Leslie Moore • Ha na Cho Developing a learner corpus for materials creation and evaluation in an advanced ESL writing course CopperAmanda Hilliard Front-line work with student writers: Stress and trauma in the writing center ChrysocollaLucie Moussu I "talked the talk," but did I "walk the walk"? A self-study of language ideologies embedded in high school writing lessons GilaNicole Ryan Peer review project in an EAP writing course YavapaiLaura MacGregor Undergraduate vocabulary size and academic performance GrahamDoreen Ewert • Sunyoung Shin Developing academic literacy and genre awareness: Getting started with SFL GoldSandra Zappa • Nigel Caplan • Silvia Pessoa • Thomas Mitchell • Pia Gomez • Ryan Miller Languaging during L2 writing: What influences the nature and outcomes of languaging? 16 1530-17 ArizonaMimi Li • Neomy Storch • Wataru Suzuki • Ana Fernández Dobao • Luxin Yang • Masatoshi Sato • Masako Ishikawa Aiming for authenticity of text and task in EAP writing instruction: Altering course design and content to maximize learning Santa CruzJohn Hedgcock Explicit pronunciation instruction in an L2-writing course: Helping students to effectively communicate written ideas PinalJennifer Campbell • Summer Webb

14:00

Analysis of shell nouns in study abroad returnees' L2 writings GrahamYoo Jeong Jeong Creating multimodal texts in the L2 writing classroom: A re-mediation activity YumaMartha Sidury Christiansen LancsBox: A user-friendly corpus tool for analyzing personal corpora CopperRebekah Callari-Kaczmarczyk Making OWLs more inclusive: Principles for ethical content design and development ChrysocollaJoshua M. Paiz • Ghada Gherwash Reinventing peer review for second language writers YavapaiSarah Snyder Writing in an American high school: The role of task representation GilaYanan Zhao

14:30

A blended collaborative writing approach in multilingual First-Year Composition: Who is contributing and how? YavapaiJui-Hsin Renee Hung Academic Formulas List in Material Science: Intersecting corpus linguistics and expert knowledge CopperYaqiong Cui Assessing and providing feedback on lexical aspects of L2 writing: A qualitative study of instructors' practices and perceptions GrahamBrock Wojtalewicz • Melanie Gonzalez Bilingual writing: Comparing revision behavior in the L2 German and the heritage language Turkish GilaYasemin Can May we tutor L2 writers in their native languages? Challenging the default use of English only in L2 tutorials ChrysocollaLan Wang Pilot results of a mixed-methods study on developing intercultural competence through first-year writing courses YumaHadi Banat • Phuong Tran • Parva Panahi • Rebekah Sims

15:00

Afternoon Refreshments Alumni Lounge

15:30

"It's a great way to start your college experience": The strengths and challenges of creating and piloting a multilingual first-year composition course GoldKatherine Daily O'Meara (Re)creating identities through writing: The case of a Syrian refugee-background family CopperFares Karam • Amanda Kibler • Eleni Oikonomidoy Emotions and L2 writing responses: What do teachers feel? GilaBee Chamcharatsri • Suthathip Thirakunkovit Is my teacher present or absent?: The effects of written and spoken feedback on students' perception of teacher presence in an online writing course Santa CruzKeira Park-Bern • Zoe Zawadzki • Robert Bern Multiple case studies on undergraduate ESL students' learning to write process of L2 synthesis writing ChrysocollaJu-A Hwang Myths or reality? A corpus analysis of prescriptions in published research writing YumaTülay Dixon Student and teacher views of the relative importance and difficulty of writing for ESL learners bound for English-medium universities GrahamJames Hartshorn • Ben McMurry • Judson Hart Towards a quantitative model of understanding the dynamics of interaction in collaborative writing YavapaiMeixiu Zhang Understanding second language writing from a sociocultural perspective of literacy: A review of theory and research PinalXiao Tan Computational techniques for linguistic annotation: An introduction to Stanford CoreNLP ArizonaGe Lan • Qiusi Zhang Creative writing workshops as L2 instruction ArizonaStephen Gallas Exploring twenty-seven years of Journal of Second Language Writing: A bibliometric analysis ArizonaMohammad Amini Farsani • Shahla Asadollahi Metacognition and journaling: Managing stress in the L2 writing classroom ArizonaJenica Draney More corrections lead to more attainments? EFL learners' uptake of written corrective feedback ArizonaZhicheng Mao • Chen LI

16:00

A corpus-based analysis of the multiple ways to write publishable research articles Santa CruzWeiyu Zhang • Yin Ling Cheung A studio-course model of academic writing support for multilingual international students GoldKyle McIntosh Attention to form in collaborative writing: LREs in two task conditions YavapaiMeixiu Zhang • William Crawford Concept-based instruction as an alternative approach to genre pedagogy: The case of writing thesis proposals in applied linguistics ChrysocollaMohammad Rahimi • Mahboobeh Saadat • Ali Kushki Five years later: The longer-term impact of an intensive research writing course GrahamJames Corcoran Identity and power relations: A case study of nonprofit adult ESL learners CopperAbby Hassler Is writing knowledge being transformed? A longitudinal study of the role of L2 writers' agency in EAP to FYW courses GilaSei Lee Sociocultural theory revisited: Vygotsky's concepts and their use in recent research of teacher written feedback PinalJet Saengngoen Understanding L2 university writing: A lexico-grammatical analysis across registers YumaLarissa Goulart Efficacy of applying a combination of two types of corrective feedback on L2 writing accuracy ArizonaNegin H Goodrich Real-life reading-to-write tasks in university settings: Authentic demands on L2 students ArizonaJihye Shin • Fang Wang The impact of teacher metacognition on argumentative writing as a genre and a process: A case study of EFL writing classroom in the Mainland China ArizonaChen LI • Zhicheng Mao WE and second language writing: Investigating pedagogical implications of world Englishes approach in an expanding circle context ArizonaMona Syrbe • Yiyang Li

16:30

Break Alumni Lounge

16:45

"Writing-about-genre": Toward a transfer-based pedagogy for L2 writers CopperJoseph Wilson • Josie Portz A multidimensional comparative analysis of English abstracts in applied linguistics: Do L1 writers' backgrounds matter? GilaBasim Alamri Different task engagements in pair collaborative literacy tasks: Heritage and foreign language learners in the Japanese foreign language classroom YavapaiYoriko Ito Examining language ideologies and notions of correctness with first-year writing students GrahamJeroen Gevers • Jennifer Slinkard Exploring student blogs as rhizomatic maps: "Becoming" second language writers ChrysocollaAvrajit Dey Language education policies surrounding L2 adults developing first-time literacy and L2 writing skills GoldLisa Gonzalves Learners' perceptions towards digital multimodal composing practices in an EFL high school classroom PinalSanghee Kang • YouJin Kim The effect of mind mapping and outlining on Vietnamese EFL students' writing performance and attitudes: An explanatory sequential mixed methods study. YumaVy Doan University programmatic and administrative support staff perceptions of multilingual writers Santa CruzKate Parsons Correlating writer's block and ESL learners' writing quality ArizonaCecilia Genuino • John Paul Dela Rosa Examining the literacy development of a multilingual 1st graders' English writing in a non-classroom context ArizonaJunghwa Kim Teaching writing through a genre-based approach: from novice to experienced EFL learners ArizonaAkiko Nagao Voice construction in L2 writing from the reader's perspectives: A literature review ArizonaXuzhen Hao

17:15

Exploring the theory of adaptive transfer: How an L2 student reuses and reshapes English academic writing skills across ESL, FYW, and WC settings CopperJanice Jung Metadiscourse in research writing: The Pakistani perspective GilaMubina Rauf Raising awareness on gender violence in literature in the writing classroom GrahamMaria Pilar Milagros Reaching across the aisle: Designing cross-cultural composition classes Santa CruzGhada Gherwash Scaffolding and assessing the self-regulated learning of L2 writing through strategically timed reflection tasks YumaJim Ranalli Second language writing: A study of the learning and teaching of academic writing in a networked culture ChrysocollaRamesh Pokharel Team collaboration in L2 academic writing: A comparative study YavapaiHong Ye • Min Duan • Yadi Liu World Englishes and the teaching of L2 writing: A collaborative autoethnography between TAs and faculty mentor GoldSarah Henderson Lee • Laxmi Prasad Ojha • Madhukar KC Writing to make meaning through multimodal composing: Does it facilitate L2 writing development? PinalYouJin Kim • Diane Belcher • Carter Peyton Choices matter: Representation of voice and identity in L2 writing ArizonaDemet Yigitbilek Exploring Written Corrective Feedback through the Perezhivanie Prism: A Vygotskyan Perspective ArizonaAli Kushki • Mohammad Rahimi Modernizing students' perception in EFL writing using culture-based approach and cognitive perspective ArizonaKieu Van Le Thi • Pham Le Nhat Linh • Quoc Tung Nguyen Second language writing and basic writing: Teaching training and professional development for assets-based approaches ArizonaSusan Bernstein

18:00

Opening Reception Engrained

08:30

Morning Refreshments Alumni Lounge Registration Alumni Lounge

09:00

Exhibits Alumni Lounge

09:15

Plenary 2: Practicing agency in second language writing ArizonaTanita Saenkhum

10:15

Break Alumni Lounge

10:30

Challenges in the acquisition of prepositions and articles in Saudi graduate learners GrahamSuneeta Thomas • Hind Hind shafi EFL students' engagement in peer feedback: An exploratory study YumaHui-Tzu Min First-year writing instructors' perceived challenges in working with international second language writers: An institutional case study YavapaiZhaozhe Wang Learning how to teach argumentative writing ChrysocollaÖzge Yol • Hoe Kyeung Kim Preservice EFL teachers' writing preparation in the Chilean context GilaBetsy Gilliland The impact and development of teacher language awareness in giving feedback on writing CopperChristine Rosalia • Anne Ediger Two doctoral colleagues in a US writing center: L1 tutor-L2 tutee role interactions PlataMayumi Fujioka Higher education at risk: Disturbing changes to US universities and how they affect L2 writers GoldDeborah Crusan • Tony Silva • Linda Harklau • Kate C. Batson • Kate Mangelsdorf The theory, research, and practice of multilingual genre learning ArizonaChristine Tardy • Jeroen Gevers • Bruna Sommer Farias • Zhuxuan Li • Guillaume Gentil Designing, implementing, and assessing cross-cultural composition Santa CruzTanita Saenkhum • Hannah Soblo Plagiarism: Managing transgressions in genre, language, context, and organizations PinalDaniel Dusza

11:00

"Collaborative writing of argumentative texts in pre-service Chilean English teachers using ICT tools in a blended design" ChrysocollaLucía Ubilla Chinese university teachers' beliefs and practices of students' reflection in EFL writing GilaYubo Wang • Lu Wang Exploring L2 academic writers' self-beliefs through first-year university students' reflective journals YavapaiLaura Mendoza • Tuula Lehtonen Linguistic dimensions of multilingual learners' written production: Exploring effects of task complexity, task sequencing, and online planning GrahamMahmoud Abdi Tabari Pedagogical language knowledge for US college writing instructors CopperMadelyn Pawlowski Student processing of teacher feedback on organization in expository writing YumaXiaoyun Bian Why multilingual writers may avoid language tutorials PlataCristine McMartin-Miller • Whitney Wotkyns • Ethan Whittet

11:30

College composition teachers' beliefs about responding to multilingual students' writing CopperYoon-Kyoung Chae Expertise in teaching argumentative writing in a high-school ESL classroom: A longitudinal case study ChrysocollaHyun Jung Joo Longitudinal assessment of second language writing in higher education: The roles of language and cognition GrahamMinkyung Kim • Scott Crossley More than treating errors: Teacher written feedback and neglect of discourse level writing YumaLynn Goldstein • Robert Kohls Rhetorical relations in the compositions of Chinese EFL learners and English native speakers GilaDonghong Liu Students' use of proofreading: Purposes and practices in light of the ethical debate PlataNina Conrad Writing beyond the obvious: The effects of tasks on student writing in ESL freshman composition YavapaiJungwan Yoon

12:00

Lunch Break (On Your Own) Engrained, MU Food Court

12:15

L2 Writing at CCCC and TESOL: An Open Meeting Arizona

13:30

A comparative study of lexical bundles by Chinese and native students of Applied Linguistics in the conclusion section of doctoral dissertation writing PlataLiming Deng A longitudinal study of student writers: A summary of case studies of multilingual participants from first-year mainstream courses YavapaiTanya Tercero Genre classification of student writing: Methods and insights GrahamChristine Tardy • Shelley Staples Patchwriting and risk taking: Linguistic features of novice multilingual writers' paraphrasing practices CopperQian Du Second language literacy development though poetry writing: An intervention study ChrysocollaAtsushi Iida The challenges of designing national writing exams in a globalized era: Polish and Macedonian Matura exams YumaMira Bekar • Aleksandra Kasztalska The impact of tutor-student interactions on multilingual student learning: A dynamic assessment approach GilaYelin Zhao Breaking the chains of the five-paragraph essay: Putting theory into action ArizonaChristine Feak • Dana Ferris • Nigel Caplan • Ann Johns • Todd Ruecker • Ulla Connor • Estela Ene • Deborah Crusan The role of peer dynamics in L2 learning and L2 writing development: Peer collaborative writing, peer review, and peer tutoring GoldBrian Olovson • Emilia Illana Mahiques • Carol Severino Global citizenship: Primary research and transparent assignments in L2 writing Santa CruzSydney Bassett • Irene Pannatier • DeElla Wiley Providing language feedback without hindering free journal writing PinalSabina Zeynalova

14:00

"Do I need to cite that?" L2 writers' habits and perceptions of citing and using media in multimodal projects CopperMatthew Andrew "We have a customized writing service team with all Caucasians": Advertising "writing services" to second language writers GilaDaniel Chang • Joel Heng Hartse A text broker's genre expertise for identity construction in personal statement writing GrahamFang Xu • Mier Qu Acquisition of academic writing skills through comic narration ChrysocollaTakako Yasuta Enhancing international L2 students' receptive and productive skills in English academic writing: An explicit method for integrating language and composition goals in a first year writing course YavapaiAnna Habib • Laurie Miller The role of restricted collocations and learner and course variables in determining writing quality in assignments from a first year composition programme. YumaLee McCallum What the dissertation writing guidebooks don't tell you PlataChristine Pearson Casanave

14:30

"Just correct me": Variation in multilingual writers' requests for and attitudes toward sentence-level feedback in the writing center GilaSalena Anderson A multidisciplinary approach to teaching ESL research writing in the multi-level language classroom GrahamElena Bazanova Exploring the influence of L2 writers' behavior during the planning stage on their writing performance ChrysocollaStephanie Hyeri Kim • Anna Joaquin • Hyung-Jo Yoon Keyboarding or handwriting? How should young students respond to writing assessments? YumaMark Chapman • Heather Elliott Reflexivity in dissertation mentoring: An autoethnographic study of disciplinary becoming PlataLisya Seloni • Cristina Sanchez-Martin The TPACK impact: A framework to guide professional development for second language writing teachers YavapaiNicole Schmidt The use of direct quotes in the literature reviews of master's theses and doctoral dissertations: A qualitative case study of international graduate students CopperRomana Hinton

15:00

Afternoon Refreshments Alumni Lounge

15:30

Comparing the self-perceptions and the efficacy of Spanish heritage language learners as authors: In search of an effective writing process YumaLaura Valentin Empirical research on second language writing in China: A theoretical review ChrysocollaKai Yang Entering a writing classroom with confidence: NNESTs' reflection on their pre-service training GilaAnastasiia Kryzhanivska • Tetyana Bychkovska Evaluating students' improvement and gain in EFL writing from student-teacher conferences PlataChung-chien Chang Exploring the contexts of English academic publishing in Colombia: Findings from a nationwide survey GrahamTodd Ruecker • Gerriet Janssen How do L2 writers perceive and value praise in written feedback? YavapaiGrant Eckstein • Karla Coca They kind of make me hate writing”: Faculty mediation of linguistically-diverse college students’ writing development in disciplinary courses CopperJulie Baer Can you teach writing? Navigating the challenges of being non-native speakers teaching FYW in U.S higher institutions GoldCarolina Pelaez-Morales • Fatima Esseili • Beril Tezeller Arik Leveraging stimulated recall for L2 writing research: The effects of design factors on data characteristics ArizonaCharlene Polio • Jungmin Lim • Matt Kessler • Magda Tigchelaar • Jongbong Lee Genre to the rescue: Designing a personally relevant ESL/EAP writing curriculum PinalStefan Vogel Using a learner corpus and a repository of pedagogical materials for L2 writing research and teaching Santa CruzJi-young Shin • Shelley Staples • Ashley J. Velázquez • Hadi Banat • Ali Yaylali

16:00

Can we move beyond fill-in-the-blank? Issues of writing in Nepali secondary schools ChrysocollaRebecca Wheeler • Laxman Gnawali • Rachel Applebach • Jacqueline O'Hara • Rachel Wagner • Manuka Adhikari • Kumar Narayn Shrestha • Ghanashyam Raj Kafle Envision "EFL" L2 Writing Classroom Through the Lens of Affinity Space PlataEva Jin • Maryam Almuhanna Exploring the relationships between research network participation and English language publishing: Survey data findings from one Colombian university GrahamGerriet Janssen • Kelley Crites L2 written academic discourse socialization of English Education program in Indonesia CopperGatot Prasetyo Native speaker myth and fragmentation in composition: Analyzing legitimation codes of English composition ITAs GilaAleksandra Kasztalska • Michael Maune Using a feedback-rich framework to engage second language writers with revision: A pedagogical model from a teacher's perspective in college composition YavapaiKyung Min Kim Visualising L2 students' essay writing processes with Draftback and pairtalk YumaAnnita Stell

16:30

A mediation model of affective regulation writing strategies and English performance for Chinese university EFL writers PlataBin Shen • Barry Bai A survey study on peer review at Taiwan-based English-medium journals and potential ways to enhance multilingual scholars' publishing expertise GrahamCheryl L. Sheridan Afghan students' challenges in English academic writing and the perceptions of their needs in American universities CopperMariam Alamyar Exploring writing teachers' changing beliefs about critical thinking: Three cases in an EFL context YumaMin Zou The Intersections of Identities in International Teaching Assistants of First Year Writing. GilaYachao Sun • Phuong Tran • Kenny Tanemura Writing practices of emergent trilingual students in South Korea ChrysocollaJinsil Jang • Youngjoo Yi Written corrective feedback: Does the frequency of editing episodes matter? YavapaiGrant Eckstein • Maureen Sims • Lisa Hoffman

17:00

Break Alumni Lounge

17:15

An exploratory study of online writing assessment in an intensive English program GilaStephen Kopec • Amanda Thompson Ask an advisor: Developing a writing-to-communicate project to connect students to experts in their field of study PlataR. Scott Partridge • Blythe Milbury-Steen Building international relationships: Suggestions from writing program outreach in Chinese universities Santa CruzJesse Priest Developing a graduate-level ESP course PinalStacy Sabraw L2 undergraduates' video engagement in discussion board peer review activities YavapaiGrazia Rechichi Svokos Professional socialization of a novice second language writing teacher GoldJuhyun Do Providing feedback to non-English L2 writing GrahamMelinda Reichelt Synthesizing the eight studies on dynamic written corrective feedback: A meaningful and well-received intervention ArizonaKendon Kurzer Test repeater's text borrowing behavior and features of borrowed texts YumaHaoshan Ren • Sanghee Kang • Xian Li The role of microaggression in the English-Only classroom of two non-native English teachers. ChrysocollaBee Chamcharatsri • Romaisha Rahman Within-group comparisons of bilingual writing: Evidence for interrelatedness and transfer effects CopperNicole Marx • Marie-Christin Reichert

17:45

"That was not really something you talked about": Exploring language policy in a first-year writing program ChrysocollaJennifer Slinkard Assumed versus intentional teaching for transfer: Recommendations for making transfer work in an ESL composition classroom CopperTamara Roose Collaborative language learning through peer feedback in L2 Spanish writing GrahamJeannette Sanchez-Naranjo Factors influencing multilingual writers' self-placement into multilingual vs. standard writing courses Santa CruzGrace Lee-Amuzie L2 writers' experience with peer review in first-year writing: Socioacademic dimensions YavapaiMegan Siczek Multilingual students and plagiarism in First-Year writing courses: Analysis of their perception on plagiarism and use of reference management systems as a preventative tool YumaMinsun Kim Professionalization as a collective pursuit: Collaboration and knowledge exchange in an L2 writing teacher community GoldJeroen Gevers • Serdar Acar Promoting a global community of writers through the lens of emancipatory pedagogy PinalGul Nahar Second language writers in online writing courses: Challenges and pedagogical strategies GilaMariya Tseptsura Two nations, one goal: US and Russian universities collaborating to improve their academic writing centers PlataRobert Cote • Andrea Hernandez Holm Written corrective feedback: Is less more? ArizonaIcy Lee

08:30

Morning Refreshments Alumni Lounge Registration Alumni Lounge

09:00

Exhibits Alumni Lounge

09:15

Plenary 3: Enacting agency for second language writers and their teachers in an era of neoliberal education reform ArizonaTodd Ruecker

10:15

Break Alumni Lounge

10:30

Disciplinary writing feedback: L2 practice, preference, and perception PlataJacob Witt Dynamic assessment of academic writing among L2 learners of English CopperLu Yu • Matthew Poehner The impact of a translingual curriculum in first-year writing ChrysocollaKamal Belmihoub • Michael Natriello • Sabina Pringle A longitudinal study of stance on L2 writing YumaShireen Campbell • Rebeca Fernandez • Jack Hardy Second language writing across PK16 contexts: Intersections of teaching, learning, and development ArizonaTodd Ruecker • Christine Pearson Casanave • Cate Crosby • Lubie Alatriste • Chiu-Yin (Cathy) Wong • Dorothy Worden Graduate writing: Preparing international students of diverse disciplines for writing demands in graduate school Santa CruzKaren Barto Transforming politeness theory in writing studio consultations: A new methodological approach in mediating cross-cultural misunderstandings with international students YavapaiJennifer Iceton • Zhengjie Li Writing for publication purposes: Challenges of ESL/EFL writers PinalSvetlana Suchkova

11:00

An interplay between implicit theory of learning style and type of corrective feedback PlataHanan Jalali • Mohammad Rahimi Challenging dominant discourses in SLW courses: Students' changing perceptions of their English use ChrysocollaEmily Palese • Rachel LaMance Rubrics as instruments of Assessment for Learning (AfL) in genre-informed ESL writing classrooms CopperMehtap Acar • Serdar Acar

11:30

Designing an analytic rubric for an online writing task CopperKristin Rock Investigating the Efficacy of Written Corrective Feedback within the Expectancy-Value Theory PlataMaad El-Gali Student attitudes towards translanguaging in the L2 Spanish writing class ChrysocollaSergio Ruiz-Perez • Gema Lopez Hevia • Dania Al-Barghuthi

12:00

Lunch Break (On Your Own) Engrained, MU Food Court

12:15

Consortium on Graduate Communication Open Meeting Arizona

13:30

Effects of computer-mediated collaborative writing on individual L2 writing ChrysocollaWei Jiang • Zohreh Eslami Multilingual student-writers' perceptions of contract grading CopperErika I-Tremblay Socialisation into disciplinary citing practices in a year 1 health sciences course: Student and faculty perspectives YumaRosemary Wette Teacher feedback to promote critical thinking in EAP writing class: Case studies of polytechnic universities in Chinese context PlataZhenjing Wang Re-visioning lower division writing instruction ArizonaKelly Crosby • Dana Ferris • Tricia Serviss • Dan Melzer "Correcting" would be "cheating": Shifting attitudes toward grammar feedback in writing centers YavapaiJenny Thomas Digital writing: ESL writers and creating a public piece Santa CruzYu-Ching Annie Ou Planning in L2 writing: A review of the research PinalMark Johnson

14:00

Digital multimodal writing in L2 contexts: A research synthesis ChrysocollaMimi Li Effect of an EAP unit on EFL student effective and appropriate source-use skills YumaYao Du Exam and non-exam academic writing settings: Processes and performances of EFL writers CopperMojtaba Heydari • Fahimeh Marefat Examining L2 learners' affective engagement with WCF PlataRyuichi Sato

14:30

Content development of postgraduate research proposals in a blended learning linked EAP course: Multilingual and multimodal content-based academic literacy co-construction ChrysocollaHaiyan Lai Source integration strategies across four levels: An analysis of university writing placement exam essays CopperAmy Lombardi The burgeoning field of learner/student engagement with written (corrective) feedback: Insights and issues PlataYe Han • Yingying Li Use of translation as a textual borrowing strategy in Chinese L2 academic writing YumaBeibei Ren

15:00

Afternoon Refreshments Alumni Lounge

15:30

"Seeing in writing": A case study of a multilingual graduate teacher's academic socialization through multimodality PlataCristina Sanchez-Martin Complexity judgment tests: Can they provide an additional way of understanding L2 written complexity? CopperAysel Saricaoglu Problem solving in collaborative writing tasks: Effects on peer interaction and L2 writing ChrysocollaWenxue Chen Student and instructor perceptions on feedback to student writing YumaGökçe Erkan WCF 2.0: From old news to new horizons 14 1330-15 ArizonaDana Ferris • Icy Lee • Jennifer Ritter • Fang Xu • Christina Grant Feedback Types and Peer Review Strategies PinalNadia Moraglio Turning data into deliverables for L2 writers and writing tutors YavapaiVicki Kennell • Molly Rentscher Using an equity lens to implement high-leverage K-12 writing instructional practices for culturally and linguistically diverse students Santa CruzJulie Goldman

16:00

Digital storytelling in the Spanish heritage language classroom: Learners' approach to multimodality PlataAna Padial Language learning needs of basic writers and multilingual writers: Similarities and differences CopperJinrong Li • Peggy Lindsey Softening teacher feedback through interactional affiliative practices and tools YumaElena Shvidko Teacher style effects on the effectiveness of e-feedback in ESL composition ChrysocollaEstela Ene

16:30

Exploring student voices: Digital literacies, social justice and cultural awareness in Spanish courses YumaIdoia Elola • Maya Edwards Metapragmatic comments in web-based intercultural peer evaluation ChrysocollaXiaoye You Storyboarding, digital storytelling, and the writing process PlataAbby Porter • Mary Ritter The novice first author: Collaborative scholarly writing in an engineering research team CopperElif Burhan-Horasanlı

17:15

Closing Ceremony and SSLW 2020 Preview Arizona