TESL Ontario’s Magazine for Language Teachers
“Bringing themselves into their writing”: Centering learner voice in the age of AI
For images, download the pdf.
How do I stop my students from writing with generative artificial intelligence (AI) in a way that does not reflect their thinking and their voices? This is a question we have heard from many educators in workshops that we have shared on the use of AI in writing. Often this larger…
Fostering a virtual community of practice through scaffolded peer review
Please see PDF for images and/or Appendices
Introduction
This article illustrates how peer review-focused learning tasks and activities helped multilingual students in an online English for Academic Purposes (EAP) course develop a sense of community and take ownership of their learning while also enhancing their writing, critical thinking, and research skills. Informed by the pedagogical…
Teacher, I write a photograph
Introduction
Writers make the blind see. We are talking about readers here. Readers see only what writers show them. I tell my students this, adding that luckily readers can see photographs and it is their job to make good photographs.
Then we get down to business, and I run through a drill that goes…
Developing a cross-cultural framework to teach academic writing in the L2 classroom
Introduction
It is through interaction with other individuals that people know and understand who they are and their roles and limitations within society (Connell & Wellborn, 1991). Different societies have different values and beliefs that shape their world views from the macro level of ideological structures to the micro level of social…
Identity in undergraduate L2 writing: A juxtapositionof academic voice and internal voices
Abstract
Despite mounting research on the potential that cultivating self-identity affords students, it is often forgotten in most academic contexts, whether in instruction or assessment, that L2 writers have an L1 identity. In all avenues of higher education, researchers agree that multiple, complex, and simultaneous identities of students are advantageous for their advancement in academic writing…
