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ERIC Number: ED420857
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Neglected Lesson: Teaching L2 Writers to Decipher Writing Prompts.
Pfingstag, Nancy; O'Hara, Ione
Teachers of English as a Second Language (ESL or L2) are encouraged to design writing prompts with great care and to work through them in detail, considering the wording, the mode of discourse, the rhetorical specifications, and the subject matter of each writing assignment. When confronted with a less clear, less precise prompt, L2 writers may fail to understand the cultural context of the prompt and "how" it determines the ways in which the prompt should be satisfied. Students often misunderstand the topic of the writing prompt. The difficulties L2 writers experience in reading academic writing prompts and understanding the culture in which these prompts exist affect their writing abilities. Those teachers of L2 writing do a disservice to their students when they accept writing that does not address the requirements of a prompt. Students must be given opportunities to become aware of the constraints of United States academic prose and the expectations of the academic audience if they are to succeed in the academic discourse community after leaving the writing classrooms. (Contains five references.) (CR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A