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During my time in an Advanced Second Language Literacy course, I found three main
topics and the activities that went with them that really resonated with me as a teacher. The first
was when we were asked to critique a context where L2 writing classes are taught and the
resources that are provided for those students. Perhaps what I appreciated most about this topic
and activity is it made me really think about the recommendations made by the CCCC (2014),
something that I had not had the opportunity to read from before, and how, even programs with
the best intentions, can fall short of their goals in one place or another. Two of the
recommendations that stood out to me were that class sizes should be small and that teachers
should continue to engage in workshops and professional training to continue to develop their
skills and knowledge in the field. The activity and readings from this module made me realize
that I also need to be aware of the different programs being offered and their purpose to ensure
The second topic and activity that stood out to me was focused on syllabus design and
critiquing a syllabus. I had only briefly talked about syllabi in other courses and this was the first
time that I really was able to explore different syllabi for different classes and critically reflect on
their effectiveness. In addition, I had never been aware that, “one would be hard pressed to
identify foundational concepts that have aspired to provide a single, guiding basis on which to
organize writing curricula comprehensively…” (Leki et al, 2008, as cited in Ferris and
Hedgcock, 2014a, p. 147). Considering how important academic writing is for students, I had
thought that by now there would something a bit more concrete, but to learn that it is more based
on the requirements of the institution, the goals of the students, and your own beliefs, was
shocking, but in some ways, encouraging to know that I can have a bit more room to create a
The third and final topic and activity that resonated with me was actually a combination
of 2 seperate sets of activities and readings. These activities and readings had us reflect on
feedback and error correction techniques that we could use in the classroom as well as which
ones have been shown to be more effective. There are two quotes that I feel really encompass my
feelings about these topics. The first is from Ferris & Hedgcock’s (2014c) suggestion that “the
teacher should be selective in providing written feedback” and that the feedback should include
both praise and encouragement (p. 242). The second is from Ferris & Hedgcock’s (2014b)
observation that experts tend to agree that we should correct or point out the the errors that are
“global,” “serious,“ “frequent,” and could be “stigmatizing” for the student (p. 286). The
activities surrounding the topic of error correction really helped me think about and develop my
beliefs about how to approach error correction. In addition, there are suggestions I know I can
take with me when I am in the classroom such as the chart used in activity B to mark grammar
errors.
Overall, the readings and activities really helped me consider the many moving parts and
cccc/resources/positions/secondlangwriting
Ferris, D., & Hedgcock, J. (2014a). Course Design and Instructional Planning for the L2 Writing
Course. Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York:
Ferris, R., D. & Hedgcock, S., J. (2014b). Improving Accuracy in Student Writing. Teaching
ESL composition: Purpose, process, and practice (3rd ed, pp. 289-308). Routledge.
Ferris, R., D. & Hedgcock, S., J. (2014c). Response to Student Writing. Teaching ESL