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Before thinking about grammatical and lexical problems, one of the best ways to acquaint ourselves with the challenges second-language writers may face is to think about the conventions of an “American” academic essay. Following is a brief, general listing of some common features of an American academic essay.
Most American academic audiences have preconceived ideas about how a conventional essay should read. For example, many audiences expect a thesis-driven essay, an essay that, from its beginning, conveys the main point and has a statement that serves as a “mini-argument.” Typically, American students are accustomed to writing essays that have a “linear structure”; roughly, this rudimentary structure would be:
1. introduction/thesis
2. point one
3. point two
4. point three
5. counterargument
6. conclusion
What to do?
Think carefully about your own preconceptions of how an essay should read, and share those preconceptions with your students.
Incorporate models into your curriculum. For example, if you’re assigning a thesis-driven paper, supply your students with models of thesis-driven essays. If you’re assigning a lab report, make sure students have seen what a successful lab report looks like before they sit down to try and write one. These may be articles that you’ve already built into the syllabus or anonymous samples of student-writing obtained from students who’ve given you permission to use their essays as teaching materials. Spend time in class discussing and critiquing features of the models, and be sure to remind your students that, when using models, they are to emulate conventions and form—not content.
Remember that your second-language students may not be accustomed to a linear structure. For example, some second-language students may come from a model that encourages deducing the thesis from the argument and therefore placing the thesis at the end of the essay, or only implying—and never explicitly—stating the main point. If you expect your students to structure their essays according to the linear model, be sure to convey that expectation.
Western scholars believe that published academic work is solely the intellectual property of the scholar who creates the work.
What to do?
Teach students that when they use others’ words or ideas in their own writing, they must give their source credit according to the conventions of the field in which they are writing.
Typically, second-language writers have continuing difficulty with idioms, articles, and certain verb-form endings.
What to do?
- First of all, decide to what extent you can look past grammatical and idiomatic errors made by second-language writers. If possible, talk to your departmental colleagues and try to establish a policy you can apply consistently with students.
- If writing is the focus of your course, we maintain that it’s generally best to focus first on content and organization. Research demonstrates that both native and second-language writers become overwhelmed when too many corrections are marked on a draft. Resist the urge to catch all the errors, and begin with the important things: is the argument clear? Are paragraphs focused and well sequenced?
- Finally, when you do decide you want to comment on and teach about grammar and idiom make grammatical and idiomatic errors an issue, think carefully about the rules and conventions of English. For example, take a minute to think about how you’d explain how one decides whether to use “a” or “the” before nouns.
Some Overall Advice
- Talk often with your second-language students. If possible, hold one-on-one conferences throughout the semester to work with students on prewriting and drafts. And let your students do a lot of talking, especially to make sure they understand and have a good start on your writing assignment; sometimes a lack of confidence in speaking can be one of the greatest barriers to fluency.
- Talk often with those on the teaching staff for your course so you can be aware of any students who might be having a hard time getting used to American academic conventions.
- Carefully convey your expectations for each and every assignment. (You may even informally quiz your students on the assignment to make sure they understand their task.)
- Remember that you’re dealing with adults who are bringing wisdom and diverse experiences to your classroom.
- Resist the tendency to lump second-language students together. Not only are your ESL students from different continents, countries, cities, and home environments, they’re different students with different minds, unique bodies of knowledge, and varying degrees of English proficiency.
- In general, expect to spend more time with your ESL writers. You’ll find it’s time well spent.
The ESL program, 5134 Helen C. White Hall (263-3780), offers an extensive sequence of courses to improve the skills of second-language students in reading, comprehending, speaking, and writing in English. These courses provide the intensive and sustained instruction in English that many students need. For more information, please contact Sandy Arfa at arfa@facstaff.wisc.edu
Other Resources
Encourage your second-language students to seek out the Writing Center, 6171 Helen C. White Hall (www.wisc.edu/writing, 263-1992) for additional help. Please have realistic expectations for how much and how quickly the Writing Center can help your second-language writers. Alas, the writing center cannot perform miracles. Our instructors will face the same challenges you do in teaching your students to become better writers. It takes time, sustained instruction, and hard work on a student’s part to make significant progress.
The GUTS Tutorial Program, 303 Union South (263-5666), pairs second-language students with native speakers for conversation and fellowship.
If you want to learn more:
Leki, Illona. Understanding ESL Writers: A Guide for Teachers. Portsmouth, NH: Boynton Cook, 1992.
Swales, John M. and Christine B. Feak. Academic Writing for Graduate Students: A Course for Non-Native Speakers of English. Ann Arbor: University of Michigan Press, 1994.
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