Learning and Teaching L2 Writing

Guest Editors
| University of Amsterdam
| Utrecht University
| Antwerp University
Publishing status: Available
Table of Contents
Special issue on Learning and Teaching L2 Writing
Daphne van Weijen, Elke Van Steendam and Gert Rijlaarsdam
1–12
Working Memory and Writing in Bilingual Students
Anne-Marie Adams and Kim Guillot
13–28
Designing Research-Based Heuristics to Support English-Medium Academic Writing and Publishing
Mary Jane Curry and Theresa Lillis
29–30
Notetaking and Writing from Hypertexts in L1 and L2: Cognitive Effort and Language Procedures
Marie-Laure Barbier, Annie Piolat, Jean-Yves Roussey and Françoise Raby
31–50
A Portfolio Experience in Spanish for Business and Economics
Manuela Crespo and Lieve Vangehuchten
51–52
Developmental Stages in Advanced SLA: A Corpus-based Analysis of Academic Writing by ESL Graduate Students
Estela Ene
53–86
Scaffolding Success with Young L2 Writers
Naomi Flynn
87–88
The Expressive Accuracy Approach to Second Language Academic Writing
Morgan Lake
89–90
Plagiarism by Non-Native Speaker Student Writers
Robert Lankamp
91–107
Learner Agency and Identity in Second Language Writing
Heekyeong Lee
109–128
Cognitive Apprenticeship Approach to Teaching Cohesion in Writing
Ken Knoblauch
129–130
Writing to Comprehend Reading: Annotation Instruction in an EAP Course
Stephanie Lehrer
131–132
Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine
Eva Lindgren, Kristyan Spelman Miller and Kirk P.H. Sullivan
133–151
Intercultural Discourse Patterns in Writing Argumentative Texts: A Comparison of Texts Written by Jewish and Arab Student Teachers
Bruria Margolin and Hanna Ezer
153–168
Teaching Advanced Chinese Writing to Heritage Learners
Haiyong Liu
169–178
Discourse Features of Argumentative Essays Written by Chinese EFL Students
Ruiqin Miao and Xiuyun Lei
179–200
Teaching Students the “Language of Response”: Group Conferences in L2 Writing Classes
Susan Miller-Cochran
201–202
Differences in Process and Process-Product Relations in L2 Writing
Daphne van Weijen, Huub van den Bergh, Gert Rijlaarsdam and Ted J.M. Sanders
203–226
Territory-Niche-Argument: Refining John Swales’s Cars Model for ESL Students
Terence Patrick Murphy
227–235
Rhetorical Figures in English Composition for Arabic Speakers
Meaghan O’Keefe
237–238
Global Simulation and Writing Self-Beliefs of Intermediate French Students
Nicole Mills and Mélanie Péron
239–273
Learner-Instructor Collaborative Design of Content and Language Integrated Writing Activities
María Luisa Carrió-Pastor
275–276
Using Talkback to Empower the L2 thesis Writer
Pat Strauss
277–278
The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy
Catherine van Beuningen, N.H. de Jong and Folkert Kuiken
279–296
Expatriate Students’ L2 Writing Retention and Attrition back in the L1 Environment
Hideyuki Taura and Amanda Taura
297–298
Strategic and Interactive Writing Instruction (SIWI): Apprenticing Deaf Students in the Construction of English text
Kimberly A. Wolbers
299–326
Critical Academic Literacy in a ‘Contact Zone’: International Graduate Students Learn to Write in a Canadian University
Bonnie Waterstone
327–328
How International Postgraduate Students Tackle Writing Assignments: An Empirical Study
Edgar A. Whitley and Alexander Grous
329–330
Review of Hüttner, Julia Isabel (2007) Academic Writing in a Foreign Language. An extended Genre Analysis of Student Texts
Paul Pauwels
331–334
Review of Goals for Academic Writing: ESL Students and their Instructors
Kristin Blanpain
335–337
Review of Letter Writing
Teun De Rycker
339–348
Subjects
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching