Using these as models, the presenters see if and how similarly NNSs express consolidation, limitations, and recommendations in their unedited student drafts. Suggestions are offered for graduate student courses and materials preparation. Audience response invited. The results have implications for L2 grammar and writing instruction and the assessment of L2 writing. This presentation synthesizes current knowledge about acquisition of narrative skills by adults in tense, aspect, and idiomatic and colloquial usage.
Effective narration calls for three different ways of representing past events.
The presenter gives evidence of these three representations of narrative progression, and shows that the advanced L2 learners examined here defeat their narrative purpose by failing to use the correct narrative mode in the fulfillment of its intended function. The facilitator will briefly discuss implications of his research documenting the lack of GLBT representation in college-level composition textbooks. Participants are invited to share their stories and offer suggestions for increasing GLBT representation.