Table of contents
1. Introduction, purpose, and conceptual foundations
Section I. The Main Study
2. Context and design of the research
3. Students’ Goals for ESL and University Courses
4. A Study of contrasts: ESL and university instructors’ goals for writing improvement
Section II. Case Studies
5. Nine Chinese students writing in university courses
6. Students’ and instructors’ assessments of the attainment of writing goals
7. The language of intentions for writing improvement: A systemic functional linguistic analysis
8. Goals, motivations, and identities of three students writing in English
9. Variation in goals and activities for multilingual writing
Section III. Implications
10. Implications for pedagogy, policy, and research
References
Appendices
Subject Index
Contributors
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