Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s). This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the aaudiencea issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.Tasks In college-level writing courses, there are several typical models of general task design. ... In many first-year writing courses, for example, students begin with some sort of personal/narrative essay, usually one that requires them to describe, ... in which they articulate some sort of controlling idea or thesis and then provide support (explanation, definition, examples, argumentation, evidence, etc.)anbsp;...
|Title||:||Teaching College Writing to Diverse Student Populations|
|Publisher||:||University of Michigan Press - 2009-06-02|