Through the lens of a monolingual Native English Speaker (NES) with bilingual parents, this thesis examines how the epistemological beliefs and practices of English composition teachers affect the revising behaviors and attitudes of English Language Learners (ELLs). This thesis also examines the revision process, first, through skilled ELLs, and second, through two struggling ELLs, all subjects in Vivian Zamel’s, Sondra Perl’s and Ann Raimes’s process studies. As these researchers point out, the unskilled ELLs produced poorly written texts riddled with grammar and spelling errors, the result of premature and excessive attention to grammar and usage, apparently a consequence of immoderate concern for local textual features by composition teachers, conveyed through erroneous comments, written and spoken. This thesis also attempts to show that the lower quality texts are the result of writers’ poor attitudes, typical of Haswell’s noncompetitive bottom writers. By contrast, the skilled ELL subjects revised similarly to skilled native writers, demonstrating strategies that might help unskilled writers wishing to disentangle themselves from poor revising practices. This thesis emphasizes these strategies and adds suggestions for composition teachers to help prevent a premature and excessive focus on grammar and usage among ELLs by encouraging teachers to contextualize feedback and stimulate students to self-correct.
|Advisor:||Strahl, Ronald J.|
|Commitee:||Arroyo, Sarah J., Wida, Elaine M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/01M(E), Masters Abstracts International|
|Subjects:||Linguistics, English as a Second Language, Multicultural Education, Teacher education, Rhetoric|
|Keywords:||Bottom writers, English Language Learners, English as a Second Language, Revision hurdles for ELLs|
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