Comparing Patterns of Error in Generation 1.5, L1, and L2 First-Year Composition Writing

- Generation 1.5 compared to L2 texts contained significantly fewer errors.
- No significant differences between Generation 1.5 and L1 texts emerged.
- The author suggests a shift from the term Generation 1.5 to resident L2 learner.

The purpose of the current study is to determine whether language use patterns in early arrival Generation 1.5 writing more closely resemble the patterns demonstrated by L1 or L2 writers, or perhaps demonstrated patterns unlike either of the two groups. Writing samples were obtained at a South Texas 4-year public institution from First-Year Composition (FYC) classes, and essays were separated into 3 student groups for further analysis: early arrival Generation 1.5 (n = 133), L1 (n = 94), and L2 (n = 48) writing. Holistic writing quality and 11 error variables were compared across the 3 groups. Results indicate no significant holistic quality differences between early arrival Generation 1.5 writing and either L1 or L2 writing. In terms of error variables, no significant differences were found between early arrival Generation 1.5 and L1 writing; however, 9 of the 11 error variables demonstrated significantly lower rates of errors in early arrival Generation 1.5 writing when compared to L2 texts, with the same 9 error variables significantly lower in L1 writing compared to L2 writing. Implications are discussed generally as they relate to defining Generation 1.5 writers. Finally, following Roberge, Losey, and Wald (2015) and di Gennaro (2015), a shift away from the term Generation 1.5 is proposed.