Becket, Diana. “Graduate ESL Students, Generation 1.5, and the Basic Writing Class.” Open Words: Access and English
Studies 04.2. (2010): 67–83. Web. 1 Dec. 2012.
In this article, Becket refers to the advantages and disadvantages that Generation 1.5 students have in the native-speaker classroom and in the ESL classroom.
Bernstein, Susan N. Teaching Developmental Writing: Background Readings. 4th ed. Boston: Bedford/St. Martin’s, 2013. Print.
This has been a resourceful book that includes many articles about basic writing, including articles about English language learners. Christina Ortmeir-Hooper’s article has been especially resourceful in regards to Generation 1.5 students.
Harklau, Linda, Kay M. Losey, and Meryl Siegal. Generation 1.5 Meets College Composition: Issues in the Teaching of Writing to
U.S.-Educated Learners of ESL. Mahwah, N.J: L. Erlbaum Associates, 1999. Print.
This book demonstrates some of the challenges that may arise in the first-year college writing classroom with Generation 1.5 students and provides solutions and strategies for overcoming some of these issues.
Kasper, Loretta F. “ESL Writing and the Principle of Nonjudgmental Awareness: Rationale and Implementation.” Teaching
Developmental Writing: Background Readings. Ed. Susan Naomi Bernstein. Boston: Bedford, 2001. 277–286. Print.
Kasper suggests that feedback should be nonjudgmental and student-centered with ESOL students. She applies an adapted version of Gallwey’s principle of nonjudgmental awareness to her teaching method for three semesters and finds vastly improved results in both the students’ performance and their confidence and ability to self-edit and revise.
Ma’ayan, Hadar D. Reading Girls: The Lives and Literacies of Adolescents. New York: Teachers College Press, 2012. Print.
This book demonstrates how media influences writing with the idea of breaking down the walls between in-school and out-of-school texts, in adolescents. This can be relevant to teaching Generation 1.5 students by looking at the idea of building on students’ other strengths in order to strengthen their writing. This idea can help generate ideas for activities in the first-year writing classroom, to not only assist Generation 1.5 students but to assist all students develop a relationship with their writing.
Matsuda, Paul Kei, and Tony Silva. “Cross-cultural Composition: Mediated Integration of U.S. and International Students.”
Composition Studies 27.1 (1999): 15–30. Print.
This article introduces the idea of combining native English speakers and ESL students in a single composition course, to be taught by a professor who has specific training to help all students become familiar with cultural and international differences.
Miller-Cochran, Susan. “Beyond ‘ESL Writing’: Teaching Cross-Cultural Composition at a Community College.” Teaching
English in the Two Year College 40.1 (2012): 20–30. ProQuest Central. Web. 8 Dec. 2012.
Miller-Cochran refers to the extreme growth in immigrants, especially at the community college level. She addresses their potential in the college writing classroom, demonstrating the idea of a cross-cultural composition classroom.
Ortmeier-Hooper, Christina. “English may be My Second Language, but I’m Not ‘ESL’.” Teaching Developmental Writing:
Background Readings. Ed. Susan Naomi Bernstein. Boston: Bedford, 2013. 359–387. Print.
This article demonstrates some case studies of instructors interactions with Generation 1.5 students, showing their attitudes toward writing and “ESL”.
Rebennack, Eve O. “Generation 1.5 in the writing center: An exploratory study of writing tutorials with immigrant students.”
Diss. Ohio State U, 2005. CompPile. Web. 10 Dec. 2012
This graduate thesis demonstrates the increasing amount of Generation 1.5 students in the composition classroom today. This thesis suggests that giving these students more one-on-one help in the Writing Center would be extremely beneficial.
Riazantseva, Anastasia. “I Ain’t Changing Anything: A Case-Study Of Successful Generation 1.5 Immigrant College
Students’ Writing.” Journal Of English For Academic Purposes 11.3 (2012): 184–193. Academic Search Premier. Web. 8 Dec. 2012.
This article demonstrates some of the challenges Generation 1.5 students face in the college composition classroom, but it also demonstrates case studies of Generation 1.5 students’ academic successes.
Roberge, Mark, Meryl Siegal, and Linda Harklau. Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-
Educated Learners of ESL. New York: Routledge, 2008. Print.
This book demonstrates some of the issues with teaching writing to Generation 1.5 students, providing additional solutions to help Generation 1.5 students improve their writing by showing examples of helpful pedagogies and activities related to improving these students’ writing.
Rojas, Leslie B. “Introducing the cultural mashup dictionary: Our first term, 1.5 generation.” Southern California Public
Radio. Web. 1 Dec. 2012
Rojas’s article defines the term “Generation 1.5” and explains how the term is used in today’s colleges and universities.
___. “Census projects that by 2043, US will no longer be white-majority nation.” Southern California Public Radio. Web. 13 Dec. 2012
This article, also by Rojas, demonstrates the growth in immigrants. This goes to show how relevant Generation 1.5 students are becomming in the college composition course today.
Williams, Jessica. “Tutoring And Revision: Second-Language Writers in the Writing Center.” Journal of Second Language Writing 13.3 (2004): 173–201. Academic Search Premier. Web. 8 Dec 2012.
This article demonstrates the important of Writing Centers and their ability to assist ESL students with their writing. Williams offers strategies and approaches for Writing Center tutors.
Zamel, Vivian, and Ruth Spack, eds. ‘’Negotiating Academic Literacies: Teaching and Learning across Languages and’‘
Cultures. Mahwah: Erlbaum, 1998. Print.
This compilations of articles adresses diversity in the classroom, for both students and instructors, in various fields.