This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition to an introduction, "Assessing Communities and Disciplines through L2 Writing Programs," 12 chapters are included: "The Writing Assistance Programme: A Writing Center with Hong Kong Characteristics" (Maida Kennedy Xiao); "Toward Authentic, Specific Purpose Writing at Lower Levels of Proficiency" (John Flowerdew); and "Realizing a Giant First Step toward Improved English Writing: A Case in a Japanese University" (Keiko Hirose); "Making Writing Count in an ESL Learning Community" (Marcia Babbitt); "An Interdisciplinary, Interinstitutional, Learning Communities Program: Student Involvement and Student Success" (Ann M. Johns); "Capitalizing on Contacts, Collaboration, and Disciplinary Communities: Academic ESL Options in a Large Research University" (Roberta J. Vann, Cynthia Myers); "Postgraduate Writing: Using Intersecting Genres in a Collaborative, Content-Based Program" (Margaret Cargill; Kate Cadmann, Ursula McGowan); "Language and Public Life: Teaching Multiliteracies in ESL" (Judy Hinter, Brian Morgan); "A Task-Based Composition Course for Resident L2 Writers" (Jessica Williams); "Academic Writing for University Examinations" (Sara Cushing Weigle, Gayle Nelson); "'This Course Is Giving Me Cephalalgia...'" Linking ESL Writing and the Greek and Latin Roots of English" (Trudy Smoke, Tamara M. Green, Elizabeth Isenstead); and "Relinquishing Teacher Control: Learners as Generators of Course Content" (David Hall). An index is included. (Contains 171 references.) (KFT)