Before discussing some typical patterns of error in developmental Generation 1.5 writers, perhaps we should take a step back from the entire notion that Generation 1.5 students can be easily categorized. In his essay comparing writing samples among Generation 1.5, L1 and L2* students, writing instructor Stephen Doolan (2014) cautions us against jumping to the conclusion that Gen 1.5 students make errors that resemble L2 students or those we typically categorize as English Language Learners:
With respect to Generation 1.5 developmental writing, findings from across studies are demonstrating conflicting results. Consequently, the assumption that Generation 1.5 writing resembles L2 writing in consistent ways should be treated cautiously until future empirical research demonstrates predictable patterns (reexamining these or perhaps investigating other variables). In fact, based on the current study, Generation 1.5 writing may resemble L1 writing more closely than has been portrayed in previous literature.
SWW faculty can attest to the fact that the types of errors that many Generation 1.5 students make in their writing more closely resemble those of their L1 peers and not ELL students.
*Note: L1 refers to students, for whom the language under discussion is their first language and L2 refers to students for whom that language is their second language. In the context of Composition courses in English speaking countries, we refer to L2 students as English Language Learners (ELL).
Types of Errors
Again, keeping in mind Doolan’s point above, many of the grammatical errors that developmental writers make are similar, whether they are Gen 1.5, L1, or L2 students. Here are some common areas where developmental writers make errors:
- Wrong Word (WW)
- Verb Errors (VE)
- Errors in Prepositional Phrases (PP)
- Sentence Fragments (FRAG)
- Run On Sentences or Comma Splices (RO)
- Subject/Verb Agreement (SV)
In the chart below, taken from a study by Stephen Doolan and Donald Miller (2014), the researchers discovered that Gen 1.5 students did make certain errors more frequently than their L1 developmental writing peers:
While the study was limited, the chart certainly reinforces some of the anecdotal observations that SWW faculty have made in informal conversations about student errors: namely, that many developmental writers struggle with word choice and verb errors as well as sentence boundary issues.
As they dug deeper into verb tense errors, Doolan and Miller discovered:
In Generation 1.5 texts, the verb errors were also often situated within rather complicated clausal structures. That is, considerable coordination, subordination, and non-finite clausal embedding was present.
Again, these findings point to other studies showing that Generation 1.5 students often have a solid enough grasp of spoken and written English that they write the type of complex sentences that Doolan and Miller describe as causing trouble. Here are some examples from student sentences collected in their study:
(3) If I have the opportunity to change my past during high school years so that I can be successful in college; I will change my way of thinking about education and my behavior side school. (Text 16)
(4) What would’ve been helpful my freshman year was if I would’ve had a visit from my counsel. (Text 39)
(5) It’s when I realized education has been part of my future and it is to go to college right after high school. (Text 67)
General Tips for Working on Grammatical Issues
While ELL students are used to studying English grammar in a discrete way—and know the grammar nomenclature—Generation 1.5 students are more like their L1 peers in that they picked up English grammatical conventions as children in an organic way, through listening, speaking, and reading. To that end, discrete, formal grammar lessons are likely to have limited value. Instead, try some of these approaches:
- Reading sentences out loud. Many times, Generation 1.5 students will catch their own errors when they read a sentence out loud. Another tactic is to have the tutor read the sentence to the tutee.
- Paired workshopping. If you are working with a pair of students, have them read a paragraph or short paper to one another. Again, it is common for students to catch problems when they hear their papers read out loud.
- Read backwards. Have a student read a paragraph backwards, sentence by sentence. This forces the student to read more slowly and look carefully at each word.
If a student consistently makes the same types of errors in her writing, you may then want to take some time to offer a brief lesson on a particular topic. Do not try to cover too many concepts at once, of course.
LISTEN to this podcast from David Alfieri, an Adjunct Professor working with ELL populations in SUNY New Paltz’s Composition Program
Works Cited
