1. What was an experience you had as a writer in English that helped your confidence? Why?

[Importance to me as teacher: ascertain level of willingness, motivation, affect]

Joseph: He always had a profound love for reading, which has affected his writing. “Once you embrace a language, you automatically embrace the culture.”

2. Were there any teachers that you’ve had that made a difference for you as a writer in English? What did they do?

[Importance to me as teacher: Help identify the best learning styles for a student]

3. What kinds of writing tasks or activities have helped you most as a writer in English?

[Importance to me as teacher: Inspiration for class activities]

4. What kinds of feedback on your writing have been most/least helpful?

[Importance to me as teacher: reveal students’ personality and their perceived strengths and weaknesses]

Nita’s teacher: For academic writing, don’t simply translate verbal language to the paper.

Moloko: Teachers would mark your paper (“This is where you made a mistake”) but no more explanation than that. You’d have to figure it out yourself. Writing wasn’t considered too important.

5. What do you see as the greatest difference between writing in your native language and writing in English?

[Importance to me as teacher: identify L1 transfer issues and potential sources of fossilization]

Sabah: In Iraq they never say “I.” Here we say “I believe,” “I think.” In Iraq they speak in passive voice. She has had to try to change her identity, to express herself in American way rather than Iraqi way.

Natalia: Academic writing in Russia is different than here. The more complicated it is and the more confusing, the better! She got a paper back from her teacher marked, “It’s too clear.”

6. What recommendations do you have to teachers of writing for English language learners?

[Importance to me as teacher: We teach the way we’d like to be taught; “we teach what we know.”]

Yajuan: Chinese people also feel uncomfortable using “I.” She says teachers need to provide activities to learn the process of writing English. Otherwise students just translate their writing style to English. If ESL teachers can make a comparison between English writing styles and that of another language: the more concrete, the better. Tell Ss the difference between creative and academic and other writing; in some other languages they may not make the distinction. That is, explain the boundary between forms. And also explain how they should apply it: when do they use what form?

Bhebhe: Be positive. Don’t jump to conclusions about their writing. Say “consider this…” rather than judge it: “this is rubbish.” The comments we make may make or break a student forever. Better to write nothing than say something negative. Some students need more time to write so be patient. Teacher’s remarks “go a long way in the lives of a student.” The comments he’s received (both negative and positive) have stayed with him and either held him back or pushed him forward.

Joseph: Remember your students are ESL students; don’t judge their writing according to L1 standards. And let them have fun with English writing. Corrective feedback is good.