REFLECTING ON CHAP.3 IN CASANAVE:''PATHS TO IMPROVEMENT"

Reflecting on Chapter 3: Paths to improvement in C., P., Casanave.

Even though it is not wise to make a claim about a panacea on improvement strategies in writing class, I personally suggest that both accuracy and fluency should be equally taken into account for practical reasons and real-life situations.

As a matter of fact, most of standardized tests, national exams (those for entrance or exit) are always time limited and scrupulously graded according to the test takers/examinees’ accuracy. When I was a marker at the Rwanda National Examination Council, I remember that students’ papers were graded based on four criteria set forth in marking schemes which were developed by teacher markers. Those components were length (word count), organization/layout (paragraphing), content (ideas/arguments) and grammar (at word and sentence level). Teachers were convinced that without enough practice in both accuracy and fluency in composition classes, students would hardly pass such exams.

REFLECTING ON FOUR TRANSITIONAL STAGES IN L2 WRITING

Reflecting on Chap 1: Writing development and bilingual literacy by Danling Fu and Marylou Matoush in Matsuda et al.


While reading the chapter, I was amazed by the successful outcomes from the application of the four transitional stages in teaching bilingual learners writing skills.

The research findings proved that when L1 is used as resource and not considered hindrance (negative transfer), L2 learning challenges can be lessened. Not only does such a process-oriented approach value learners' funds of knowledge (L1), but it also draws on them as a base to ground on new knowledge.

Therefore, L2 learners are no longer considered tabula rasa or just empty vessels to inundate or fill with L2 theories at the very first minute of L2 class. Wouldn't time flown away I wish I'd have fixed the writing lesson I've taught four years ago!

REFLECTING ON " THE LEGACY OF FIRST YEAR COMPOSITION"

Reflecting on “The legacy of first year composition” by Ilona Leki in Matsuda et al. (2006), Chap. 3.

While reading the chapter, I was moved by Yang’s sad experience where writing classes did not help her address her personal academic problems. In fact, writing plays a great role in academic success but still it should not be the sole language skill to be taught while preparing international/domestic students for academic success.

In my understanding, academic institutions and entities should design and plan courses according to the learners’ needs and professional growth. Indeed, how to prepare a teacher, a lawyer, a political science major without any specific course dedicated to public speaking? How to be a good journalist with no preparatory courses in listening?

Moreover, when students are taking classes that do not meet their needs and interests with regard to their future career, they may be less interested and less motivated. This fact would consequently affect language learners’ participation and the environment conducive to class interaction, which is the core element in language learning/teaching. In this regard, Von Humboldt (as cited in Kumaravadivelu, 2003, p.44), emphatically demonstrated the foremost importance of promoting good environment, including interaction, in language learning. “We cannot really teach language; we can only create conditions under which it will develop in the mind in its own way”.

FROM WRITING AS INDIVIDUALISTIC TO WRITING AS SOCIAL

Reflection on Critical academic writing and multilingual studies by A.S. Canagarajah.


“From writing as individualistic to writing as social”.


At the beginning of the class, I stood for non-audience movement, joining Elbow’s camp. However, Canagarajah comments changed my point of view. I am now convinced that any author who ignores audience and thinks of social change as his/her last concern in his/her work has already lost. In fact, through reflexive writing (narrative, and extended autobiographies), authors share their encounters which can help other people learn from the same experience. Scientific publications contribute to build bodies of knowledge in a certain domain and benefit all the members of the social network or community of practice.

A piece of writing that is perceived as social and not individualistic activity raises awareness, informs, educates and boosts changes. More interestingly, some works go far beyond the author’s expectations and targets, for the best and oftentimes, unfortunately, for the worst. As a matter of fact, did Harriet Beecher Stower think that her Uncle Tom's Cabin, Life Among the Lowly would be a powerful catalysis to the Civil war and anti-slavery movement? Or was Hitler aware that his Mein Kampf (My Struggle) would lead to Jewish people’s genocide and take away more than 6,000,000 of human lives?