This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.

Doing Anti-Oppressive Social Work brings together critical social work authors to passionately engage with pressing social issues, and to pose new solutions, practices and analysis in the context of growing inequities and the need for reconciliation, decolonization and far-reaching change. The book presents strong intersectional perspectives and practice, engaging closely with decolonization, re-Indigenization, resistance and social justice. Like the first three editions, the 4th edition foregrounds the voices of those less heard in social work academia and to provide cutting-edge critical reflection and skills, including social work's relationship to the state, and social work's responsibility to individuals, communities and its own ethics and standards of practice. Indigenous, Black, racialized, transgender, (dis)Ability and allied scholars offer identity-engaged and intersectional analyses on a wide-range of issues facing those working with intersectional cultural humility, racism and child welfare, poverty and single mothers, critical gerontology and older people, and immigrant and racialized families. This 4th edition of Doing Anti-Oppressive Social Work goes well beyond its predecessors, updating and revising popular chapters, but also problematizing AOP and engaging closely with new and emerging issues.

This updated third edition of the immensely popular Doing Anti-Oppressive Practice introduces students to anti-oppressive social work, its historical and theoretical roots and the specific contexts of anti-oppressive social work practice. Key to this practice is the understanding that the problems faced by an individual are rooted in the inequalities and oppression of the socio-political structure of society rather than in personal characteristics or individual choices. Moreover, the contributors show that social justice and social change -- working against racism, sexism and class oppression -- can and must be a key component of social work practice. Drawing on concrete examples from specific practice contexts, personal experience and case work, including child welfare, poverty, mental health, addictions and disability, the contributors demonstrate how to translate social justice theory into everyday practice. This new edition adds chapters on working with refugee, immigrant and racialized families; children; older adults; cognitive behavioural therapy; and using social media as a tool for social change.