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There are multiple gains in improving HLLs’ writing to create an awareness of the power of the HL through the use of authentic resources with a meaningful goal. Since HLLs should be able to distinguish between registers and genres (Chevalier, 2004), writing chronicles is an effective way to master their communicative competence (Fuentes, 2018). Finally, HLLs’ writing is assessed holistically through rubrics moving from a focus on content to language.  \nKeywords: genres, literacy skills, assessment  \nIntroduction  \nIt is well known that one of the main learning goals for Spanish heritage language learners (HLLs) is the transfer of their literacy skills from English to Spanish. According to Kagan and Dillon (2008), HLLs entering Spanish language programs are often characterized as not having literacy skills developed beyond basic levels in their HL. However, they can develop them quickly. Other desirable outcomes are promoting the development of Spanish in three areas: grammatical competence, the acquisition of the academic register, and the extension of textual functions (Belpoliti & Gironzetti, 2018) . These outcomes can be reached through reading and writing activities. Nonetheless, mastering orthographic and grammatical conventions is not enough to become good writers; HLLs need to be taught stylistic discourse conventions as well (Chevalier, 2004) . This article attempts to shed light on how educators can maximize and assess HLLs’ writing performance to advanced levels of proficiency.  \nBackground  \nSpanish for HLLs courses are crucial whenever possible so that students can work on their academic writing and reading abilities in language courses that serve as a bridge to content courses such as literature or linguistics. Thus, writing and reading become a real challenge for these learners, many of whom have not acquired these skills in Spanish yet. These skills are a challenge for instructors too due to the complexity of teaching writing (Beaudrie, Ducar, & Potowski, 2014). Nevertheless, as  \n98 Dimension 2020  \nthese authors claim, instructors should keep in mind that the fact that HLLs do not display a high proficiency in academic literacy skills does not mean that they do not have a good command of informal contexts such as social media. HLLs should be granted opportunities to practice their writing skills in their communities. In spite of their need to improve their writing, HLLs tend to perform better than their second language (L2) counterparts. For example, Potowski (2007) found that among dual immersion graduates, HLLs had higher ratings than L2 learners on a narrative exercise. HL learners have fewer difficulties when completing writing activities. What they have in common with L2 learners is that both student populations are in need of learning writing conventions like organization and transitions (Minor, 2017) .  \nIn the same vein, formal writing is usually a priority for HLLs, since their writing tends to mirror their speaking (Colombi, 1997); although students should be exposed to authentic materials of all varieties (Correa, 2016). Furthermore, successful academic writing is inevitably linked to spelling, so common errors should be addressed. Infact, HLLs’ writing may sometimes be ungrammatical and show transfer errors from English (García, 2002). This is a consequence of their limited options to acquire writing proficiency (Callahan, 2010). As Beaudrie (2017) argues, poor spelling can affect HLLs’ attitude and self-confidence towards writing because of its saliency. Thus, effective instructional approaches are crucial for correct accent placement.  \nOne proposa","cbCaibu4SyMXZ92a","https://ap.wps.com/l/cbCaibu4SyMXZ92a","pdf",98047,11,"English","# Abstract\n# Introduction\n# Background","[{\"question\":\"What writing resources and goals are recommended for advanced Spanish heritage language learners?\",\"answer\":\"The text emphasizes using authentic resources connected to meaningful goals and exposing learners to multiple genres of academic texts. It also highlights instructors’ responsibility to maximize learning experiences through these materials.\"},{\"question\":\"How does the document suggest assessing HLLs’ writing performance?\",\"answer\":\"It states that HLLs’ writing should be assessed holistically through rubrics. The approach moves the assessment emphasis from content toward language.\"},{\"question\":\"Why is teaching writing beyond grammar and orthography important?\",\"answer\":\"The document explains that mastering orthographic and grammatical conventions is not sufficient. HLLs also need instruction in stylistic discourse conventions to become effective writers.\"}]","Writing Strategies to Develop Literacy Skills for Advanced Spanish Heritage Language Learners - Abstract | PDF",1792091955,28]