Learning and Teaching L2 Writing
Guest Editors
[ITL - International Journal of Applied Linguistics, 156] 2008. iii, 351 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Academic Writing in a Foreign Language. An extended Genre Analysis of Student TextsReviewed by P. Pauwels |
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Special issue on Learning and Teaching L2 WritingDaphne van Weijen, Elke Van Steendam & Gert Rijlaarsdam | pp. 1–12
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Working Memory and Writing in Bilingual StudentsAnne-Marie Adams & Kim Guillot | pp. 13–28
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Designing Research-Based Heuristics to Support English-Medium Academic Writing and PublishingMary Jane Curry & Theresa Lillis | pp. 29–30
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Notetaking and Writing from Hypertexts in L1 and L2: Cognitive Effort and Language ProceduresMarie-Laure Barbier, Annie Piolat, Jean-Yves Roussey & Françoise Raby | pp. 31–50
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A Portfolio Experience in Spanish for Business and EconomicsManuela Crespo & Lieve Vangehuchten | pp. 51–52
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Developmental Stages in Advanced SLA: A Corpus-based Analysis of Academic Writing by ESL Graduate StudentsEstela Ene | pp. 53–86
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Scaffolding Success with Young L2 WritersNaomi Flynn | pp. 87–88
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The Expressive Accuracy Approach to Second Language Academic WritingMorgan Lake | pp. 89–90
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Plagiarism by Non-Native Speaker Student WritersRobert Lankamp | pp. 91–107
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Learner Agency and Identity in Second Language WritingHeekyeong Lee | pp. 109–128
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Cognitive Apprenticeship Approach to Teaching Cohesion in WritingKen Lau | pp. 129–130
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Writing to Comprehend Reading: Annotation Instruction in an EAP CourseStephanie Lehrer | pp. 131–132
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Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and NineEva Lindgren, Kristyan Spelman Miller & Kirk P.H. Sullivan | pp. 133–151
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Intercultural Discourse Patterns in Writing Argumentative Texts: A Comparison of Texts Written by Jewish and Arab Student TeachersBruria Margolin & Hanna Ezer | pp. 153–168
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Teaching Advanced Chinese Writing to Heritage LearnersHaiyong Liu | pp. 169–178
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Discourse Features of Argumentative Essays Written by Chinese EFL StudentsRuiqin Miao & Xiuyun Lei | pp. 179–200
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Teaching Students the “Language of Response”: Group Conferences in L2 Writing ClassesSusan Miller-Cochran | pp. 201–202
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Differences in Process and Process-Product Relations in L2 WritingDaphne van Weijen, Huub van den Bergh, Gert Rijlaarsdam & Ted Sanders | pp. 203–226
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Territory-Niche-Argument: Refining John Swales’s Cars Model for ESL StudentsTerence Patrick Murphy | pp. 227–235
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Rhetorical Figures in English Composition for Arabic SpeakersMeaghan O’Keefe | pp. 237–238
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Global Simulation and Writing Self-Beliefs of Intermediate French StudentsNicole Mills & Mélanie Péron | pp. 239–273
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Learner-Instructor Collaborative Design of Content and Language Integrated Writing ActivitiesMaría Luisa Carrió-Pastor | pp. 275–276
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Using Talkback to Empower the L2 thesis WriterPat Strauss | pp. 277–278
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The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written AccuracyC.G. van Beuningen, N.H. de Jong & F. Kuiken | pp. 279–296
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Expatriate Students’ L2 Writing Retention and Attrition back in the L1 EnvironmentHideyuki Taura & Amanda Taura | pp. 297–298
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Strategic and Interactive Writing Instruction (SIWI): Apprenticing Deaf Students in the Construction of English textKimberly A. Wolbers | pp. 299–326
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Critical Academic Literacy in a ‘Contact Zone’: International Graduate Students Learn to Write in a Canadian UniversityBonnie Waterstone | pp. 327–328
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How International Postgraduate Students Tackle Writing Assignments: An Empirical StudyEdgar A. Whitley & Alexander Grous | pp. 329–330
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Academic Writing in a Foreign Language. An extended Genre Analysis of Student TextsReviewed by P. Pauwels | pp. 331–334
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Goals for Academic Writing: ESL Students and their InstructorsReviewed by K. Blanpain | pp. 335–337
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Letter WritingReviewed by T. De Rycker | pp. 339–348
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Subjects
Main BIC Subject
CJ: Language teaching & learning (other than ELT)
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching