Vivian Zamel
Biographic Data
| ID | 5997517 |
|---|---|
| NAME | Vivian Zamel |
| GIVEN NAMES | Vivian |
| FAMILY NAME | Zamel |
| SIGNATURE | ZAMEL V |
| AFFILIATIONS | University of Massachusetts Boston |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 4 |
Negotiating Academic Literacies
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsi…
Time to Know Them
Toward a Model of Transculturation
The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly
The Discovery of Competence
Berko-Gleason, J. (Ed.). (1989). The development of language (2nd ed.). Columbus, OH: Merrill. Cook, V. (1993). Linguistics and second language acquisition. New York: St. Martin's Press. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Eubank, L. (Ed.). (1991). Point counterpoint: Universal grammar in second language acquisition. Amsterdam: John Benjamins. Gass, S., & Schacter, J. (Eds.). (1989). Lingui…
Writing One's Way into Reading
Despite research and theory to the contrary, approaches to the teaching of reading continue to reflect a transmission model of reading, focused on the retrieval of information from a text. This model prevents students from experiencing reading as an active, exploratory process, one that involves the making of meaning. It thus denies them their transactions with a text and the realization that reading involves such transactions. In order to give s…
Recent Publications on the Crises in U.S. Classrooms
Lives on the Boundary: The Struggles and Achievements of America's Underprepared. Mike Rose. Small Victories. Samuel G. Freedman
Recent Research on Writing Pedagogy
Process studies provide insight into the complexity of composing and may also reveal a relationship between instruction and writing. However, recent surveys of writing instruction indicate that what we have learned from process research is not informing pedagogy. Writing continues to be taught according to reductionist and mechanistic models, perhaps because of the problematic nature of incorporating change in the classroom or perhaps because pro…
Responding to Student Writing
Because writing teachers invest so much time responding to student writing and because these responses reveal the assumptions teachers hold about writing, L1 writing researchers have investigated how composition teachers respond to their students' texts. These investigations have revealed that teachers respond to most writing as if it were a final draft, thus reinforcing an extremely constricted notion of composing. Their comments often reflect t…
"Comments on Vivian Zamel's "The Composing Processes of Advanced ESL Students
"Comments on Vivian Zamel, "Writing
The Composing Processes of Advanced ESL Students
The most recent research in composition has given us important insights into the composing process. This research has revealed that composing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of di…
Writing
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Cybernetics
When students communicate in the ESL classroom, the messages teachers send back are critical: these messages inform students about their language performance. Feedback in second language instruction, however, has received scant attention and is usually thought of as reinforcing rather than informational. Cybernetics, a theory of communication that is concerned with the clear and unambiguous transmission of messages, stresses the informational imp…
Sentence Combination
Re-Evaluating Sentence-Combining Practice
The research on sentence-combining practice seems to indicate that this practice in and of itself improves not only syntactic fluency but the overall quality of compositions. A closer examination of the research, however, raises some important questions about the effectiveness of sentence-combining practice. Furthermore, critics are challenging its a-rhetorical orientation. Thus, while sentence-combining practice can be a stimulating and effectiv…
Vivian Zamel Replies
"A Reply to Professor Ney's "Note
Teaching Composition in the ESL Classroom
Methodologists and teachers have suggested numerous approaches as to how composition should be taught in the ESL classroom. Whether or not these methods are truly effective, however, has not been established, for research in ESL composition is almost totally non-existent. In addition to the fact that research in this area has failed to provide us with answers, is the fact that we have ignored the research that has been done in the teaching of Eng…
The Composing Processes of Advanced ESL Students
The most recent research in composition has given us important insights into the composing process. This research has revealed that composing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of di…
Writing
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Responding to Student Writing
Because writing teachers invest so much time responding to student writing and because these responses reveal the assumptions teachers hold about writing, L1 writing researchers have investigated how composition teachers respond to their students' texts. These investigations have revealed that teachers respond to most writing as if it were a final draft, thus reinforcing an extremely constricted notion of composing. Their comments often reflect t…
Recent Research on Writing Pedagogy
Process studies provide insight into the complexity of composing and may also reveal a relationship between instruction and writing. However, recent surveys of writing instruction indicate that what we have learned from process research is not informing pedagogy. Writing continues to be taught according to reductionist and mechanistic models, perhaps because of the problematic nature of incorporating change in the classroom or perhaps because pro…
Toward a Model of Transculturation
The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly
Writing One's Way into Reading
Despite research and theory to the contrary, approaches to the teaching of reading continue to reflect a transmission model of reading, focused on the retrieval of information from a text. This model prevents students from experiencing reading as an active, exploratory process, one that involves the making of meaning. It thus denies them their transactions with a text and the realization that reading involves such transactions. In order to give s…
Teaching Composition in the ESL Classroom
Methodologists and teachers have suggested numerous approaches as to how composition should be taught in the ESL classroom. Whether or not these methods are truly effective, however, has not been established, for research in ESL composition is almost totally non-existent. In addition to the fact that research in this area has failed to provide us with answers, is the fact that we have ignored the research that has been done in the teaching of Eng…
Re-Evaluating Sentence-Combining Practice
The research on sentence-combining practice seems to indicate that this practice in and of itself improves not only syntactic fluency but the overall quality of compositions. A closer examination of the research, however, raises some important questions about the effectiveness of sentence-combining practice. Furthermore, critics are challenging its a-rhetorical orientation. Thus, while sentence-combining practice can be a stimulating and effectiv…
"A Reply to Professor Ney's "Note
Teaching Composition in the ESL Classroom
Methodologists and teachers have suggested numerous approaches as to how composition should be taught in the ESL classroom. Whether or not these methods are truly effective, however, has not been established, for research in ESL composition is almost totally non-existent. In addition to the fact that research in this area has failed to provide us with answers, is the fact that we have ignored the research that has been done in the teaching of Eng…
Re-Evaluating Sentence-Combining Practice
The research on sentence-combining practice seems to indicate that this practice in and of itself improves not only syntactic fluency but the overall quality of compositions. A closer examination of the research, however, raises some important questions about the effectiveness of sentence-combining practice. Furthermore, critics are challenging its a-rhetorical orientation. Thus, while sentence-combining practice can be a stimulating and effectiv…
Vivian Zamel Replies
Cybernetics
When students communicate in the ESL classroom, the messages teachers send back are critical: these messages inform students about their language performance. Feedback in second language instruction, however, has received scant attention and is usually thought of as reinforcing rather than informational. Cybernetics, a theory of communication that is concerned with the clear and unambiguous transmission of messages, stresses the informational imp…
Sentence Combination
Writing
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
"Comments on Vivian Zamel, "Writing
The Composing Processes of Advanced ESL Students
The most recent research in composition has given us important insights into the composing process. This research has revealed that composing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of di…
"Comments on Vivian Zamel's "The Composing Processes of Advanced ESL Students
Responding to Student Writing
Because writing teachers invest so much time responding to student writing and because these responses reveal the assumptions teachers hold about writing, L1 writing researchers have investigated how composition teachers respond to their students' texts. These investigations have revealed that teachers respond to most writing as if it were a final draft, thus reinforcing an extremely constricted notion of composing. Their comments often reflect t…
Recent Research on Writing Pedagogy
Process studies provide insight into the complexity of composing and may also reveal a relationship between instruction and writing. However, recent surveys of writing instruction indicate that what we have learned from process research is not informing pedagogy. Writing continues to be taught according to reductionist and mechanistic models, perhaps because of the problematic nature of incorporating change in the classroom or perhaps because pro…
Recent Publications on the Crises in U.S. Classrooms
Lives on the Boundary: The Struggles and Achievements of America's Underprepared. Mike Rose. Small Victories. Samuel G. Freedman
Writing One's Way into Reading
Despite research and theory to the contrary, approaches to the teaching of reading continue to reflect a transmission model of reading, focused on the retrieval of information from a text. This model prevents students from experiencing reading as an active, exploratory process, one that involves the making of meaning. It thus denies them their transactions with a text and the realization that reading involves such transactions. In order to give s…
The Discovery of Competence
Berko-Gleason, J. (Ed.). (1989). The development of language (2nd ed.). Columbus, OH: Merrill. Cook, V. (1993). Linguistics and second language acquisition. New York: St. Martin's Press. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Eubank, L. (Ed.). (1991). Point counterpoint: Universal grammar in second language acquisition. Amsterdam: John Benjamins. Gass, S., & Schacter, J. (Eds.). (1989). Lingui…
Toward a Model of Transculturation
The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly
Negotiating Academic Literacies
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsi…
Time to Know Them
Psychology (17 works) · Philosophy (15 works) · Linguistics (14 works) · Sociology (10 works) · Discourse Analysis in Language Studies (9 works) · Mathematics education (9 works) · EFL/ESL Teaching and Learning (8 works) · Pedagogy (7 works) · Writing and Handwriting Education (6 works) · Computer Science (5 works)