This post is a response to “Tutoring and Revision: Second Language Writers in the Writing Centre” – Jessica Williams
Jodi-Anne Walker, First year tutor, Environmental Science
This article addresses the need for WC tutors to be more practical in approaching students who speak and write English as a Second Language. There is no manual to instruct tutors on how to address the needs of ESL (L2, or International) students. Instead, the suggestions made by Williams are realistic with attainable goals that will assist in helping to produce better writers. I discovered in the latter part of the article that the author isn’t implying that L2 students aren’t being pragmatic in their approach to their papers; they’re just having issues making the transition from their own language to the requirements of English in academic writing. As a tutor, I often require that students respond to questions about their paper; and as the author suggested, these responses provide an insight on the level of understanding the students have acquired from their own work and the questions that have arisen from the paper. It is true that active participants make more substantial and productive changes to their written pieces than non-responsive writers (189). Actively participating gives the writer a chance to contribute to his/her own learning through revision and practise. This enables them to remember how to apply some rules they have learned about the writing process. This is of utmost importance, as they will surely have encounters with English in academic writing again in the future.
Williams, J. (2004). Tutoring and revision: Second language writers in the writing center, Journal of Second Language Writing, 173-201