At the 2012 national conference for Teachers of English to Speakers of Other Languages (TESOL) in Philadelphia, PA., Jennifer L. Greer and Dr. Julia S. Austin, of the UAB Graduate School, gave two presentations on writing strategies that contribute to more effective and ethical authorship practices. These sessions covered the following topics, and the materials are offered here for instructors and student writers who want to try these activities.

  1. Reading Like a Writer: Find the Power in Academic Text. Second language academic writers are often adept content readers, or passive consumers of knowledge. Yet they may have little experience as writers, or active producers, of text, hence unable to read strategically. “Reading like a Writer” combines genre awareness, text analysis, and outlining to empower new writers to teach themselves write in new genres. It can be adapted to any genre at any level.

  2. Why We Cite:  Getting L2 Writers into the Scholarly Conversation. While dedicated to helping second language academic writers acquire the requisite skills for writing from sources, instructors may overlook a critical part of the pedagogy: Why we cite, not just how we cite. For scholars, citing is more than defensive driving. This simple, but powerful activity gets new writers into the conversation, inviting them to discover reasons for citing that are important to them in their respective fields.