Responding to the Adult Esl Writer: a Teacher-as-researcher Case Study

A study investigated the use of specific error correction and writing instruction techniques in a composition course designed for foreign graduate students. Weekly in-class student essays on assigned topics were returned to them ungraded but containing explanations of grammar points, confusing vocabulary, content, and organization. A conscious effort was made to find praiseworthy elements in every essay. Student discussion was encouraged. In addition, classroom instructional units taught a variety of editing techniques. This comprehensive response strategy was intended to develop students' ability to self-edit. Case data were collected on one Chinese doctoral student, selected because of his motivation, receptiveness to the approach, high first-language lileracy level, and metalinguistic awareness that facilitated analysis and discussion of his writing. Data were gathered from in-class essays, taped conferences, formal writing samples, taped formal presentation, and classroom observations. Analysis found that despite focused feedback and assisted production, the student's writing did not improve, and in some respects deteriorated. While his writing and risk-taking increased, with improvement in content, organization, logical transitions, vocabulary, and mechanics, it was marked throughout the study by non-native constructions, suggesting a need for some cognitive restructuring to address the speech-writing connection. Lessons learned and implications for classroom technique are explored. Contains eight references. (MSE) ***********;:**),k******************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************************************