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Author Information

Sara Mulcahy

Abstract/Description

This paper explores the pedagogies and practices of teaching writing to English-as-a-second-language (ESL) students. With growing numbers of ESL students entering colleges and universities, it is important to be aware of the challenges facing ESL students. Equally important is awareness of what methodologies and practices work best when assisting ESL students with their writing. This paper serves as a final report for a service learning project that consisted of one-on-one workshops with a Japanese ESL student. This final report draws on various secondary sources and primary research in order to explore the writing development of this particular ESL student. It reports on the background of the student with a profile that explores her educational and cultural background; a history of the student as a writer of English and a description of the student’s writing characteristics; a close reading of a writing sample from the student; analysis of the writing assignments given to the student; and lastly, a reflection on the service learning project and how it has affected my knowledge of ESL writing instruction. All of this research was done for a 300-level English course: “Topics in Writing: Teaching Writing to ESL Students.”

Note on the Author

Sara Mulcahy is a senior English major with a minor in Secondary Education. This is a culminating report from a service learning project that was completed as coursework for Dr. Michelle Cox’s Teaching ESL Writing course.

Rights Statement

Articles published in The Undergraduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor’s consent.

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