This is how it started
The idea for the Theological Writing Special Interest Group was born out of a conversation at the CELT 2021 conference during Alisha Biler’s talk “Tools for training students in theological writing.” During the discussion, several attendees expressed an interest in the creation of a venue to continue dialoguing on best practices in theological writing. It was suggested that this topic would be a good option for a Special Interest Group due to its applicability and clearly outlined goals.
Our mission
TWSIG creates a space for professionals seeking to develop in the field of theological writing. The group’s function will be to create opportunities for dialogue around best practices in theological writing as well as to encourage collaboration in fostering the development of research ideas.
SIG Coordinator
Alisha Biler
Alisha Biler is an Assistant Professor of English and Linguistics and the Writing Center Coordinator at The Southern Baptist Theological Seminary. She is a member of TESOL and has taught international students for almost a decade. Her research focuses on classroom applications of second language reading and writing theory.
Technology Coordinator
Anya Grace Krasnov
Anya Grace Krasnov has been teaching English since 2015 in Ukraine and the United States. She is an MA TESOL candidate at Trinity Western University in BC, Canada and is working in the area of instructional design and eLearning. Anya's research interests include best practices in English for Academic Purposes, writing conventions, reading-writing connections in ESL, and Systemic Functional Linguistics in materials design.
SIG Committee
We will gather on Zoom to discuss strategies for identifying and teaching vocabulary used in theological writing to support students in their writing.
When: Tuesday April 4, 2023 at 8 pm EST/5 pm PST
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Join our Spring 2023 event:
Vocabulary in Theological Writing
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Useful research and resources
Theological writing
McGraw, R. M. (2010). On theological writing. Puritan Reformed Journal, 2(2), 301-313.
Spencer, A. (2003). Facilitating the academic success of international students. Teaching Theology and Religion, 6(3), 164-168.
Yaghjian, L.B. Pedagogical challenges in teaching ESOL/multilingual writers in theological education. Teaching Theology and Religion, 21, 162-176. https://doi.org/10.1111/teth.12438
Systemic Functional Linguistics and Writing
Victoria Teaching English to Speakers of Other Languages (VicTESOL). (2018). The teaching and learning cycle. https://victesol.vic.edu.au/index.php/teaching-and-learning-cycle-project/
Humphrey, S. & Macnaught, L. (2016). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), 792-816. https://doi.org/10.1002/tesq.247
Nagao, A. (2017). Longitudinal study of EFL students using the systemic functional linguistics method. International Education Studies, 10(11), 47-62. https://doi.org/10.5539/ies.v10n11p47
Nagao, A. (2020). Adopting an SFL approach to teaching L2 writing through the teaching learning cycle. English Language Teaching, 13(6), 144-161. https://doi.org/10.5539/elt.v13n6p144
Spycher, P. (2007). Academic writing of adolescent English learners: Learning to use “although”. Journal of Second Language Writing, 16, 238-254.
Spycher, P. (2017). Scaffolding writing through “teaching and learning cycle”. WestEd. https://www.wested.org/wp-content/uploads/2017/11/resource-scaffolding-writing-through-the-teaching-and-learning-cycle.pdfhttps://doi.org/10.1016/j.jslw.2007.07.001
Contrastive Rhetoric
Atkinson, D. (2004). Contrasting rhetorics/constructing cultures: Why contrastive rhetoric needs a better conceptualization of culture. Journal of English for Academic Purposes, 3(4), 277-289. doi:10.1016/j.jeap.2004.07.002