Goals for Academic Writing

ESL students and their instructors

Alister Cumming | Ontario Institute for Studies in Education
ISBN 9789027219695 | EUR 105.00 | USD 158.00
ISBN 9789027219718 | EUR 36.00 | USD 54.00
ISBN 9789027293312 | EUR 105.00/36.00*
| USD 158.00/54.00*
This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.
[Language Learning & Language Teaching, 15]  2006.  xii, 204 pp.
Publishing status: Available
Table of Contents
“Cumming et al. have developed an important descriptive framework for the interpretation of writing goals in academic settings, and they offer a range of insights on goal setting for L2 writers as well as writing in university settings more generally.”
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2013. Multiple Dimensions of Academic Language and Literacy Development. Language Learning 63  pp. 130 ff. Crossref logo
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2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 29 ff. Crossref logo
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2015. Writing strategy instruction: Its impact on writing in a second language for academic purposes. Language Teaching Research 19:3  pp. 301 ff. Crossref logo
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Kim, Tae-Young
2007. The Dynamics of Ethnic Name Maintenance and Change: Cases of Korean ESL Immigrants in Toronto. Journal of Multilingual and Multicultural Development 28:2  pp. 117 ff. Crossref logo
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2010. Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university. Language Teaching Research 14:2  pp. 141 ff. Crossref logo
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2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. Crossref logo
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2016. Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance. Theory and Practice in Language Studies 6:6  pp. 1305 ff. Crossref logo
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2017. A Group of Eleventh Graders’ Life Stories: Reconstructing Social Identity. Enletawa Journal 9:2 Crossref logo
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Rosmawati, R.
2014. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics 37:2  pp. 75 ff. Crossref logo
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2014. Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness 23:1-2  pp. 76 ff. Crossref logo
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This list is based on CrossRef data as of 03 december 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects & Metadata
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2006047724 | Marc record