Correct Response: D. Guiding English learners in the use of supports such as writing templates and semantic maps provides students with the appropriate tools to write independently. Students will be able to use their own knowledge of academic language combined with the information provided to them within the templates and maps for successful writing development. Choosing interesting topics and modifying the length of writing assignments (A) is incorrect because, while this may be an appropriate strategy for motivating reluctant writers, it does nothing to promote English learners' development of academic writing. B is incorrect because SEI teachers should never set performance expectations for students below their current ability level. To promote English learners' language growth, second- language instruction should challenge and scaffold students just above their current level of performance. C is incorrect because, in this scenario, the objective is on promoting English learners' academic writing development. The objective of peer review and feedback is generally focused narrowly on the revising and editing stages of the writing process and would not involve explicit instruction or scaffolding in academic writing (e.g., knowledge of organizational structures and rhetorical devices associated with various genres of academic text).
