The number of non-native English speakers seeking higher education in Minnesota is “due to increase from 13.5% in 2006 to 20.5% in 2015” (Associated Colleges of the Twin Cities, 2008). Nationally, non-native English speakers are the fastest growing segment of the student population (National Council of Teachers of English, 2009).

The symposium was intended to be a first step to enable regional educators and administrators to (a) consider the implications of scholarly theory in ESL writing, (b) consider the ethical issues unique to ESL writing in higher education, and (c) identify strategies for ethical assessment and evaluation of ESL writing in a best-practices context.

The symposium focused on assessment and grading because both are high stakes issues. Assessment determines student placement and services as well as institutional program assessment. Grades and grade-point-average impact students’ financial aid, employer reimbursement benefits, visa status, academic standing, on-time graduation, graduate school admissions, and perceptions of competence and progress.

Symposium participants were challenged to address assumptions and expectations that may sometimes conflict—

1. recommendations of scholars in the field of ESL writing, whose research guides pedagogical expectations;
2. institutional expectations, stated as student learning outcomes, on which institutional reputations are built and maintained;
3. employers’ assumptions that university graduates will communicate professionally and fluently;
4. students’ assumptions and expectations regarding English fluency and the grading of their writing

—and then to articulate policies and strategies to improve assessment and grading practices at their institutions.

Objectives of the Symposium

1. Heighten participants’ awareness of ESL scholarship that addresses realistic goals for ESL writing fluency in higher education.
2. Enable participants to consider multiple stakeholder expectations that ought to inform assessment and grading practices.
3. Encourage participants to take a fresh look at their institutional writing standards and grading practices.
4. Enable participants to articulate strategies for improving policies and practices at their institutions.
5. Draft a position statement for the ethical assessment and grading of ESL writing.
6. Obtain a statement of intent for follow-up action.

Symposium participants are asked to respond to two surveys, one immediately after the symposium to assess their perception of the symposium’s effectiveness, and one several months later to see if participants have made any changes in their policies or practices as a result of the symposium.

Dana Ferris is Professor and Associate Director for Lower-Division Writing in the University Writing Program. She oversees the University Writing Program 1 course and teaches upper-division writing courses, pedagogy courses and Ph.D. seminars on second language writing and other areas of interest. She is also a participating faculty member in the Graduate Group in Education, the Graduate Group in Linguistics, and the Designated Emphasis in Writing, Rhetoric, and Composition Studies.

Dr. Ferris returned to UC Davis, her undergraduate alma mater, in 2008 after 18 years as Professor of English at California State University, Sacramento, where she at different points directed the graduate MA TESOL Program and the ESL writing program. She has lived in Davis with her family since 1991.

Dr. Ferris has published a number of books, chapters, and journal articles. Her books include Teaching ESL Composition (2005, Erlbaum) and Teaching Readers of English (2009, Routledge), both with John Hedgcock; Response to Student Writing (2003, Erlbaum); Treatment of Error in Second Language Student Writing (2002, Michigan); and Teaching College Writing to Diverse Student Populations (2009, Michigan). Teaching Readers of English won the 2009 CATESOL David E. Eskey Award.

Dr. Ferris’ research has focused extensively on response to student writing and on written corrective feedback in second language writing.

Dr. Ferris is the Teaching Issues Editor of the TESOL Quarterly and serves on the Editorial Boards of the Journal of Second Language Writing, Language Teaching Research, and New Zealand Studies in Applied Linguistics. She has served on the Board of Directors of CATESOL (California Teachers of English to Speakers of Other Languages) and the TESOL Nominating Committee. She is also a member of the CCCC Committee on Second Language Writing.

Project Director

Cheryl Prentice
Director, The Writing Center
Saint Mary’s University of Minnesota, Schools of Graduate & Professional Programs, Minneapolis
cprentic@smumn.edu
612-728-5136

Coordinator

Alex Urquhart
Professional Consultant, The Writing Center
Saint Mary’s University of Minnesota, Schools of Graduate & Professional Programs, Minneapolis
aurquhar@smumn.edu
612-728-5101

Advisors & Group Facilitators

Debra Hartley
Director, Center for Writing
University of Minnesota, Twin Cities

Julie M. Thompson (Jules)
Director, Writing Center
Hamline University

Janet Dunn
Director, Masters in Management Program
Saint Mary’s University of Minnesota, Schools of Graduate & Professional Programs, Minneapolis

Laura Funke
Writing Instructor
Inver Hills Community College