Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to help researchers become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings. It is organized in three sections: Contexts for L2 Writing, covering research on L2 writers' in school settings, in community, workplace, and professional environments, and in respect to ideological issues; Instruction and Assessment, focusing on pedagogical and assessment issues within courses and institutions; Basic Research on Second Language Writing, reviewing basic empirical research on L2 writers, composing processes, and texts. A Synthesis of Research on L2 Writing in English is intended for L2 writing researchers world wide, L2 writing practitioners, graduate students in TESOL methods courses, L1 English writing professionals and practitioners, and graduate students in teacher education courses in literacy development, as well as writing centersserving the growing number of L2 writers using those services.

This is the first book-length study of bilingual, international, and immigrant college students that attempts to fully embed their academic writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are these courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes?
Drawing on data from a 5- year longitudinal study of four university students for whom English was not their strongest/primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students' academic development as it entwined with their social experiences and identity formation andwith the ideological context of studying at a U.S. university in the 1990s.
This study is revealing for teachers of writing to native English speakers and for those who teach ESL, bilingual, international, immigrant, L2, or non-native English speaking (NNES) students. This long list of qualifiers hints at the complexities inherent in the latter group of students' status in English-dominant countries like the U.S. and the difficulty of finding appropriate, adequate, and non-limiting ways to refer to them as a group beyond their status in political terms or the stage of their English language proficiency. In fact the findings of this study highlight its suggestion that grouping itself is a problem.
This is a must-read volume for present and future writing teachers, compositionists, writing researchers, and second language studies professionals.

This is the first book-length study of bilingual, international, and immigrant college students that attempts to fully embed their academic writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are these courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes?
Drawing on data from a 5- year longitudinal study of four university students for whom English was not their strongest/primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students' academic development as it entwined with their social experiences and identity formation and withthe ideological context of studying at a U.S. university in the 1990s.
This study is revealing for teachers of writing to native English speakers and for those who teach ESL, bilingual, international, immigrant, L2, or non-native English speaking (NNES) students. This long list of qualifiers hints at the complexities inherent in the latter group of students' status in English-dominant countries like the U.S. and the difficulty of finding appropriate, adequate, and non-limiting ways to refer to them as a group beyond their status in political terms or the stage of their English language proficiency. In fact the findings of this study highlight its suggestionthat grouping itself is a problem.
This is a must-read volume for present and future writing teachers, compositionists, writing researchers, and second language studies professionals.

'I applaud the authors for this sizeable undertaking, as well as the care exercised in selecting and sequencing topics and subtopics. A major strength and salient feature of this volume is its range: It will serve as a key reference tool for researchers working in L2 composition and in allied fields.' - John Hedgcock, Monterey Institute for International Studies Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to allow researchers to become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings.

While taking students through the writing process, this book also teaches attention to form, format, and accuracy. The Instructor's Manual provides chapter summaries and teaching suggestions for the Student's Book.

By emphasizing the academic applications of writing by exploring processes and strategies, this text helps students produce, prepare, and polish their writing.