The Rhetoric Revision Log

A Technique for Teaching Rhetorical Features in ESL Writing

Authors

  • Urim Yi Brigham Young University
  • Wendy Baker-Smemoe Brigham Young University
  • Norman W. Evans Brigham Young University

DOI:

https://doi.org/10.1558/wap.v6i2.337

Keywords:

Second Language Writing, error logs, Rhetoric, Teacher Conferences

Abstract

The current study reports on the “rhetoric revision log,” which was developed to help second language writing students track their progress in improving rhetoric-related issues in their writing (such as organization and topic development). Sixty-six English as a second language (ESL) students were divided into one control and two treatment groups. Students in the two treatment groups used the rhetoric revision log to keep a record of teacher written feedback in several rhetoric-related areas throughout the course of one semester. The two treatment groups differed in that in one the students used only the log (log-only), while in the other (log + conference) students also participated in structured writing conferences in which the teacher discussed the rhetoric revision log with the students. Results revealed that both treatment groups improved more in their overall writing ability than the control group. Moreover, students in the log + conference group were more likely than the other two groups to improve in rhetoric-related writing features over the course of the semester. These findings suggest that using the rhetoric revision log helped students improve not only rhetoric-related aspects of their writing, but also their overall writing ability.

Author Biographies

Urim Yi, Brigham Young University

Urim Yi received her Master’s degree from the Department of Linguistics and English Language at Brigham Young University. Her research interests are second language writing, teacher feedback with special attention to its content, and EFL learners’ English learning environment.

Wendy Baker-Smemoe, Brigham Young University

Wendy Baker-Smemoe is an Associate Professor in the Department of Linguistics and English Language at Brigham Young University. Her research interests include second language writing, psycholinguistics, and second language speech perception and production. Most of her research in second language writing has focused on teaching rhetorical aspects of writing and on peer review feedback.

Norman W. Evans, Brigham Young University

Norman W. Evans is an Associate Professor in the Department of Linguistics and English Language at Brigham Young University. Since completing his Doctorate at the University of Southern California, his research has focused on international student adjustment issues, language curriculum development, and second language writing – specifically written corrective feedback. He is a co-author with Maureen Snow Andrade of Principles and Practices for Response in Second Language Writing: Developing Self-Regulated Learners (Routledge, 2012).

Published

2014-09-22

How to Cite

Yi, U., Baker-Smemoe, W., & Evans, N. W. (2014). The Rhetoric Revision Log: A Technique for Teaching Rhetorical Features in ESL Writing. Writing & Pedagogy, 6(2), 337-363. https://doi.org/10.1558/wap.v6i2.337

Issue

Section

Research Matters

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