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Table Of Contents

Preface
Chapter 1 - Introduction
2.1. Composition Studies
2.2. L2 Composition Studies
2.3. The Grammar Debate and Alternative Approaches
2.4. Writing Conferences
2.5. Benefits of Writing Sessions for L2 Students
2.6. Error Correction and the Problem of Transfer
2.7. Cognitive Descriptions
2.8. Research Questions
3.1. Research Design
3.2. Participants
3.4. Data Analysis
3.5. Overview of Sessions and Participants
3.5.5. Session 5
Part A – Quantitative Data
4.2. Session 1
4.3. Session 2
4.4. Session 3
4.5. Session 4
4.6. Session 5
4.7. Talking Time
4.8. Use of Deictic Terms
4.9. Session Development
4.9.1. Initiation
4.9.3. Closing/Transition
4.9.4. Dialogues and Interaction
4.10. Probability of Participation
4.10.1. Tutor-initiated Discussions
Part B – Qualitative Data
4.11. Interactions
4.12. Tutor Preparation
4.13. Tutees’ Self-correction Skills
4.14. Session Ownership and Tutee Engagement
4.15. Simplifying Complex Issues
4.16. Global Versus Local Issues
4.17. Grammar Issues as Pathways to Global Issues
5.1. Session Ownership and Tutee Engagement
5.2. Addressing Grammar Issues in Tutor-tutee Conferences
5.3. Overall Implications to L2 Writing Development
Chapter 6 - Conclusion
REFERENCES
APPENDIX A: TRANSCRIPT OF TUTORING SESSION
APPENDIX B: TRANSCRIPT OF TUTEE INTERVIEWS
APPENDIX C: TRANSCRIPT OF TUTOR INTERVIEWS
APPENDIX D: IRB APPROVAL LETTER
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Academic Writing Development

Academic Writing Development

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Published by Pallobby
T@2011, Academic Writing Development
T@2011, Academic Writing Development

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Published by: Pallobby on Apr 15, 2012
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