User:Ayim93/sandbox/secondlanguagewriting

Second Language Writing (L2) Transfer Theory
Depalma and Ringer (2011) discuss how L2 writing transfer was only defined as individuals reusing previous writing knowledge from one context to another. In particular, there are two examples outlined by James (2018b) of when L2 writing transfer may occur. First, it possibly occurs when students are taught a certain organizational structure to follow in one ESL writing classroom and possibly utilize this structure in another one. Second, it can "occur" when teachers teach L2 writers certain steps on writing and revising essays and L2 writers may incorporate these "steps" on future assignments. However, DePalma and Ringer (2011) advocate for the concept of adaptive transfer where L2 writers might "consciously" readapt or reuse previous writing knowledge from one context to another giving L2 writers more "agency" over their writing. It is important to note that Grujicic-Alatriste (2013) critiques their piece because she states that people have to possibly factor in the overall classroom experience to determine how much adaptive transfer has occurred. James (2018b) notes that previous L2 experiences could affect L2 writing in newer situations as he highlights that helping students understand the similarities between writing contexts could help the transfer process. However, he mentions that transfer does not always occur and instructors have to reflect on lessons that give L2 writers the motivation to engage in L2 writing transfer. Thus, the goal of L2 writing education is to encourage positive transfer even though transfer between languages are often portrayed in a negative context and may discourage it (James, 2018a).

James (2009) discusses how ESL writing classrooms in universities play a major role, consciously or unconsciously, in helping students learn things that they also use in other classes. Cui (2019) argues that further studies need to be conducted on how "first-year L2 writers in US universities transfer writing knowledge". DasBender (2016) discusses how these L2 first-year writers face a lot of "different expectations" that they are expected to meet because "different colleges and writing classrooms are going to handle the needs of these writers". This is reinforced by James (2009) who states that there is a significant difference in the types of writing that are produced in ESL writing courses compared to other kinds of writing in other academic disciplines in US universities.

Thus, she mentions that previous experiences for these writers may impede their efforts to conform to first-year writing standards even those geared towards ESL writers. For example, she notes that a good number of L2 writers have to deal with another langauge like English to communciate and are not as familiar with analysis. Therefore, she indicates that teachers can review concepts that are difficult for L2 writers including organization, audience awareness, and genres in order to help them master and learn more about their writing. Furthermore, she notes that teachers can give these writers reflection activities to help these students ponder what previous writing experiences they have through to help build metacognition because she is unsure if students would even attempt to do so without motivation from teachers.

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