Learning and Teaching L2 Writing

Guest Editors

Daphne van Weijen

| University of Amsterdam

Elke Van Steendam

| Utrecht University

Gert Rijlaarsdam

| Antwerp University

[ITL - International Journal of Applied Linguistics, 156] 2008. iii, 351 pp.

Publishing status: Available

https://doi.org/10.1075/itl.156

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

Linguistics

BIC Subject: CJ – Language teaching & learning (other than ELT)

BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching