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Wednesday, November 13
 

08:30

09:00

12:00

14:00

18:00

 
Thursday, November 14
 

08:30

09:00

09:15

09:45

10:45

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

12:15

13:30

14:00

14:30

15:00

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

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

 
Friday, November 15
 

08:30

09:00

09:15

10:15

10:30

11:00

11:30

12:00

12:15

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

14:30

15:00

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

16:30

17:00

17:15

17:45

 
Saturday, November 16
 

08:30

09:00

09:15

10:15

10:30

11:00

11:30

12:00

12:15

13:30

14:00

14:30

15:00

15:30

16:00

16:30

17:15