Sketches key facets in the larger socioeducational machinery that shapes the written textual production and consumption (WTPC) of English-medium (EM) and "vernacular-medium" (VM) students in Gujarat, India. Lays out ways in which articulator macro-structures align together to produce and shape conditions that privilege the WTPC of EM students over…

This article is based on an invited colloqium on second language (L) writing presented at the 200 meeting of the American Association for Applied Linguistics. The colloquium featured five second language writing researchers two discussed some of the important currents that have shaped the field of second language writing. (Author/VWL)

Compared Japanese first language (L1) and English second language (L2) organizational patterns in the argumentative writing of Japanese English-as-a-Foreign-Language (EFL) student writers. Made within-subject comparisons of L1 and L2 compositions in terms of organizational patterns, organizational scores, and overall quality. (Author/VWL)

Cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that became available during the period from October 1, 2002 to March 31, 2003. (Author/VWL)

A protocol analysis of second language (L2) writing of adult speakers of Japanese, English, and Spanish observed how language switching (first language (L1) switching use in L2 writing) was affected by L2 proficiency, task difficulty, and language group. Less proficient L2 learners switched to their L1 more frequently than more advanced learners,…

From an interlanguage perspective, argues that many perplexing errors in second language writing are the result of the interaction between developing linguistic competence and basic principles of ordering information in texts that learners already know. Shows how this interaction results in errors at the sentence level. These insights are applied…

Describes a quantitative study that compared the performance of two groups of advanced English-as-a-Second-Language students in a second semester composition course at the City University of New York (CUNY). Results suggest that students were twice as likely to pass into the second semester course when they were evaluated by portfolio rather than…

This bibliography cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that have become available to its compilers during the period of July 1, 2002 through September 30, 2001. (Author/VWL)

Introduces this special issue of the journal on early second language (L2) writing. (Author/VWL)

Focusing on the emergent Chinese and English literacy of a 5-year-old boy from Taiwan, provides insight into the debate within the field of bilingual education as to whether the introduction of literacy in languages with two different writing systems helps or hinders literacy development in both languages. (Author/VWL)

Revisits an earlier study on English-as-a Second-Language (ESL) children's emergence into literacy, which was conducted with 5- and 6-year olds at a multilingual K-12 school in Casablanca, Morocco. Discusses the notion of "synchronicity"--a dynamic oneness between teacher and child--as the distinguishing feature of three classrooms were…

Examines the similarity between first and second language writing development and the nature of the developmental path. Analyzes the frequency of two types of causality markers in 5th-8th grade essays written by 189 students in English-as-a-Second-language and 546 students in regular language arts classes. (Author/VWL)

Argues that writing should play a more prominent role in classroom-based studies of second language acquisition. Contends that an implicit emphasis on spoken language is the result of the historical development of the field of applied linguistics and parent disciplines of structuralist linguistics, linguistic anthropology, and child language…

Cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that have become available from April 1, 2002 through June 30, 2002. (Author/VWL)

The issue of voice, authorial identity, or authorial presence in second language (L2) writing has recently received considerable attention from second language researchers. Such research has concluded that voice is an integral part of writing and that it should become an essential component of second language writing pedagogy. This article…