Implications for improving students' writing and learning processes are discussed. The classification used is based on 35 areas of applied linguistics. Distribution of the authros' countries is also presented. The ability to write in a FL is both a necessary and a difficult skill to develop. The presenters show that these difficulties are increased because feedback received by novice writers is unclear, inconsistent, and innaccurate, and often does not contribute to text improvement.
Discussion focuses on alternatives to improve learners' texts.
The time teachers spend with book reports as well as the dread students feel for these assignments can be reduced significantly. This poster session shows fast, fun ways to do and grade book reports so that teachers can require more outside reading without anyone being buried with extra work. The techniques are fun, require low preparation time, appeal to all learning styles, and require no background or talent for art. Data analysis of the journals and peer responses over time reveal that peer responses have led to an open dialogue and class community building, promoted collective reflection, and helped with the socialization process. Second-language writers know that unity and coherence are characteristics of American writing but often cannot determine whether their own writing meets these criteria.