NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ868530
Record Type: Journal
Publication Date: 2009-Dec
Pages: 30
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0008-4506
Institutional Forces and L2 Writing Feedback in Higher Education
Seror, Jeremie
Canadian Modern Language Review, v66 n2 p203-232 Dec 2009
There has recently been growing interest in the relationship between second language (L2) writing development and the institutional contexts in which this process is embedded. The present study examines this relationship by reporting on an eight-month qualitative investigation of international university students and their perspectives on the impact of feedback practices for L2 writing development in content courses. Drawing on interviews with five focal students and four focal instructors, as well as on writing samples and course documents, this study illustrates the powerful but often unspoken impact that institutional factors such as departmental budgets and prescribed grade distributions have on L2 writers and their instructors. These factors are shown to constrain students' and instructors' abilities to discuss how discipline-specific writing is structured and how it might be negotiated and ultimately understood. Implications focus on the challenges of helping L2 students develop academic writing skills without also addressing the institutional factors that underlie writing and feedback practices.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A