Institute/Session Summary:

As colleges and universities admit more international students, training in tutoring English as a Second Language (ESL) students is becoming more crucial.  Student writers, particularly those from Asian and European countries, learn to write in a fundamentally different way then we Americans do.  The problem with these varying writing styles does not lie in the differences themselves, but in the notion that these ESL students must conform to American writing practices once they begin their American education at United States colleges and universities; professors expect to read American-style papers.  In order to more aptly aid ESL students, also referred to as second language (L2) readers and writers, we, as peer tutors, writing consultants, academic specialists, and staff, must “develop an understanding of the historical and formal origins of the discipline of second language writing,” so that readers are able to “approach current instructional paradigms from and informed , critical standpoint.” The objective of this session on “L2 Writers: Learning about Cultural, Attitudinal, and Stylistic Differences” is to enhance staff awareness of the diversity of international students’ writing, how this diversity directly impacts L2 writing, and what can be done to more effectively work with L2 writers, as suggested through schema theory and contrastive rhetoric research.  By using a colorful and animated Microsoft PowerPoint presentation, the presentations examines the differences between American writing style and the styles of several other countries, including France, Spain, Japan, China, and Korea.  Applications and practices helpful to staff and professors who work with L2 writers are also discussed, in an attempt to educate these groups about how to improve their work with ESL dents and their writing.  Two short film clips featuring ELS students from various backgrounds are used to demonstrate the trials these students must endure in order to write in the American style.  Finally, midway through the session an interactive group activity engages participants in brainstorming language differences.  Several handouts diagramming the paper structure styles of the previously mentioned countries are provided.

This presentation will enhance the understanding of staff members at writing and tutoring centers nationwide, so they may more ably work with
ESL students and their writing and reading skills.  In order to more easily help L2 writers, staff members must first possess an understanding of the underlying reasons for the difficulties of L2 students.

FOOTNOTES 1. Dana Ferris and John S. Hedgcock, Teaching ESL Composition: Purposes, Process, and Practice (New York: Lawrence Erlbaum Associates Publishers, 1998), p. 2. 2. The information regarding these countries’ writing styles and paper structures was gathered from Professors at Bryant University who are native speakers of the respective languages and were educated in the respective countries.

Presenter1 Name: Kristin Lynch
Presenter1 Institution: Bryant University
Presenter1 Bio: Kristin Lynch is a Writing Consultant at Bryant University in Rhode Island, where she works with a number of ESL students.  She is also involved in the University's Peer Tutoring Program, the Accounting Association, and the Student Alumni Association.  She is an Accounting major with a French minor who, after she graduates from Bryant, plans on pursuing her Master's Degree and CPA certification.