Analyzes written discourse that explores the actual structuring of text via some consistent framework. Highlights efforts to find the structures and linguistic patterns in texts that contribute to how they are understood, interpreted, and used. (Author/VWL)

Reports on a study on how English-as-a-Second/Foreign-Language (ESL/EFL) writers use their first language (L1) when composing their second language and how L1 use is affected by second language proficiency and writing tasks. Chinese EFL learners were asked to compose aloud on two tasks--narration and argumentation. Analyses of their think-aloud…

This bibliography cites and summarizes books, essays, and research reports on second and foreign language writing and writing instruction that have become available to its compilers during the period of January 1, 2002 to March 31, 2002. (Author/VWL)

Investigated Japanese students' first language (L1) writing experience and instruction received in high school in order to help their university English-as-a-Second-Language writing teachers understand their needs. Analysis of interview data suggests ways teachers can draw on students' strengths in terms of their literacy background to help them…

Examines the way students in a graduate-level English-as-a-Second-Language course used email on their own initiative to interact with their instructor. Analyzes 120 messages to the instructor and categorizes them into four areas: (1) phatic communication; (2)asking for help; (3) making excuses; (4) making formal requests. (Author/VWL)

Describes a classroom inquiry that investigated the teaching of coherence. Coherence was defined in terms of a number of coherence-creating devices, and pedagogical materials were designed accordingly to teach the concept to a group of 16 English-as-a-Second-Language university students in Hong Kong. (Author/VWL)

This bibliography cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that became available to its compilers during the period from October 2001 to December 31, 2001. (Author/VWL)

Investigates predicted and unpredicted changes learners undergo as they develop writing skills in English-as-a-foreign-language academic writing courses. Reports on qualitative data elicited from learners' self-reports, which yielded three perceived categories of changes: outcomes in writing in English, outcomes in writing in general, and…

Investigated university English-as-a-Second-Language students abilities to self-edit texts across three feedback conditions: errors marked with codes from different categories; errors in the same five categories underlined but not otherwise marked or labeled; no feedback. Both feedback groups outperformed the no-feedback group in self-editing;…

Offers a detailed text analysis of written feedback given by two teachers of English-as-a-Second-Language students. Considers this feedback in terms of it functions as praise, criticism, and suggestions. Explores the motivations for these through teacher interviews and think-aloud protocols and examines cases where students failed to understand…

This bibliography cites and summarizes essays and reports research on second and foreign language writing and writing instruction that became available to its compilers during the period of August 1, 2000 and March 31, 2001. (Author/VWL)

Argues that lexical, syntactic, organizational, and material aspects of writing construct identity just as much as the phonetic and prosodic aspects of speech do. Illustrates this with writing samples of graduate students studying in British universities. Recommends second language writing pedagogy that raises critical awareness about voice.…

Explores possibilities for the study of divergent aspects of discursive practices by focusing on the notion of voice and considers implications for second language writing research and instruction. Examines recent critiques of the notion of voice that emphasize its strong association with the ideology of individualism. Presents evidence of voice…

Draws on sociohistoric theory to argue that voice in writing is simultaneously personal and social, because discourse is understood as fundamentally historical, situated, and indexical. Explores voice as a typification linked to social identities, as the reinvoicing of others' words in texts through processes of repetition and presupposition, and…

Uses case studies to address the tendency of second language (L2) writing instruction and research to overlook the voices or identities already possessed by L2 writers. Examines the role voice can play as a means for investigating and understanding the voice-related issues mature writers encounter in L2 contexts. (Author/VWL)