ABSTRACT
In this section, we discuss practical applications of the theory and research on written CF for the classroom. This chapter focuses, in particular, on how composition instructors who work with L2 writers might integrate written CF effectively into their writing course syllabus. By “composition instructors,” we mean two distinct groups: (1) L2 specialists who teach writing courses specifically designed for L2 learners; and (2) composition instructors who might teach for mixed audiences of students who are clearly L1, those who are clearly L2, and those who fall somewhere in between, such as Generation 1.5 learners who learned their parents’ L1 in the home as young children but who have been primarily or entirely educated and literate in the L2 (see Ferris, 2009; Harklau et al., 1999; Reid, 1998; Roberge, 2002; 2009; Roberge et al., 2009; Valdés, 1992). As we will discuss, some of the specific issues and suggestions we explore in this chapter may vary slightly depending upon which group of writing instructors is being addressed. Further, of course, in many local contexts, the two groups may overlap: the same instructors may teach both specially designated L2 writing courses and “mainstream” composition courses, depending upon their training, interests, and upon programmatic needs. 1
