LANGUAGE

Collocations

Chen, Y.-H., & Baker, P. (2010). Lexical bundles in L1 and L2 academic writing. Language Learning & Technology, 14(2), 30-49.

Taiwo, R. (2010). Collocation in non-native English: A study of Nigerian ESL writing. Saarbrucken, Germany: VDM Verlag Dr. Muller.

Thematization

Jalilifar, A. (2010). Thematization in EFL students' composition writing and its relation to academic experience. RELC Journal, 41(1), 31-45.

Zhang, X.-M., & Zhang, X.-H. (2010). Thematic progression and discourse coherence of college English writing. US-China Foreign Language, 8(8), 31-33, 39.

Mohamed-Sayidina, A. (2010). Transfer of L1 cohesive devices and transition words into L2 academic texts: The case of Arab students. RELC Journal, 41(3), 253-266.

Clauses

Brooks, W. (2010). An analysis of clause usage in academic texts produced by African American, Haitian, and Hispanic community college students. ProQuest document ID: 756923301.

Errors

Chan, A. Y. W. (2010). Toward a taxonomy of written errors: Investigation into the written errors of Hong Kong Cantonese ESL learners. TESOL Quarterly, 44(2), 295-319.

Wee, R., Sim, J., & Jusoff, K. (2010). Verb-form errors in EAP writing. Educational Research and Reviews, 5(1), 16-23.

FEEDBACK

Beliefs and Attitudes

Guenette, D. (2010). The Cyberscript Project: A mixed method study of pre-service ESL teachers’ corrective feedback beliefs and practices. ProQuest document ID: 807674741.

Ko, K. (2010). Perceptions of KFL/ESL teachers in North America regarding feedback on college student writing. ProQuest document ID: 762169092.

Wang, P. (2010). Dealing with English majors' written errors in Chinese universities. Journal of Language Teaching and Research, 1(3), 194-205.

Zhao, H. (2010). Investigating learners' use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3-17.

Truscott, J. (2010). Some thoughts on Anthony Bruton's critique of the correction debate. System, 38(2), 329-335.

Bruton, A. (2010). Another reply to Truscott on error correction: Improved situated designs over statistics. System, 38(3), 491-498.

Feedback and Second Language Acquisition

Altena, L. H. (2010). The relevance of second language acquisition to written feedback on advanced second language writing. ProQuest document ID: 609965756.

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201.

Suh, B. R. (2010). Written feedback in second language acquisition: Exploring the roles of type of feedback, linguistic targets, awareness, and concurrent verbalization. ProQuest document ID: 275981651.

Direct vs. Indirect Feedback

Baker, W., & Bricker, R. H. (2010). The effects of direct and indirect speech acts on native English and ESL speakers' perception of teacher written feedback. System, 38(1), 75-84.

Nurmukhamedov, U., & Kim, S. H. (2010). 'Would you perhaps consider': Hedged comments in ESL writing. ELT Journal Volume, 64(3), 272-282.

Vyatkina, N. (2010). The effectiveness of written corrective feedback in teaching beginning German. Foreign Language Annals, 43(4), 671-689.

Storch, N., & Wigglesworth, G. (2010). Learners' processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303-334.

Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207-217.

Feedback From Software

Chodorow, M., Gamon, M., & Tetreault, J. (2010). The utility of article and preposition error correction systems for English language learners: Feedback and assessment. Language Testing, 27(3), 419-436.

Feedback From Peers

Diab, N. M. (2010). Effects of peer- versus self-editing on students' revision of language errors in revised drafts. System, 38(1), 85-95.

Rosalia, C. (2010). EFL students as peer advisors in an online writing center. ProQuest document ID: 527799789.

Van Steendam, E., Rijlaarsdam, G., Sercu, L., & Van den Bergh, H. (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316-327.

Pedagogical Suggestions

Huang, J.-B. (2010). Error correction strategies in students' written work. US-China Foreign Language, 8(4), 24-28.

Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84-109.

Feedback in the Form of Grades

Armstrong, K. M. (2010). Fluency, accuracy, and complexity in graded and ungraded writing. Foreign Language Annals, 43(4), 690-702.

ASSESSMENT

General

Crusan, D. (2010). Assessment in the second language writing classroom. Ann Arbor: University of

Michigan Press.

Lenski, S. D., & Verbruggen, F. (2010). Writing instruction and assessment for English language learners

K-8. New York: Guilford Press.

Rater Motivation

Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly, 7(1), 54-74.

Huang, J., & Foote, C. J. (2010). Grading between the lines: What really impacts professors' holistic evaluation of ESL graduate student writing? Language Assessment Quarterly, 7(3), 219-233.

Scoring Methods

Othman, N. B. (2010). The inter-rater reliability of scores in the assessment of three types of direct writing. US-China Foreign Language, 8(3), 18-30.

Spence, L. K. (2010). Discerning writing assessment: Insights into an analytical rubric. Language Arts, 87(5), 337-352.

Zhao, C. G. (2010). The role of voice in high-stakes second language writing assessment. ProQuest document ID: 527747658.

Timed Essay Writing

Knoch, U., & Elder, C. (2010). Validity and fairness implications of varying time conditions on a diagnostic test of academic English writing proficiency. System, 38(1), 63-74.

Lu, Y. (2010). Cognitive factors contributing to Chinese EFL learners' L2 writing performance in timed essay writing. ProQuest document ID: 760032214.

Portfolios

Baturay, M. H., & Daloglu, A. (2010). E-Portfolio assessment in an online English language course. Computer Assisted Language Learning, 23(5), 413-428.

Aydin, S. (2010). A qualitative research on portfolio keeping in English as a foreign language writing. Qualitative Report, 15(3), 475-488.

Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15(3), 194-203.

Automated Scoring Systems

Enright, M. K., & Quinlan, T. (2010). Complementing human judgment of essays written by English language learners with e-rater scoring. Language Testing, 27(3), 317-334.

Weigle, S. C. (2010). Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability. Language Testing, 27(3), 335-353.

Choi, J. (2010). The impact of Automated Essay Scoring (AES) for improving English language learners’ essay writing. ProQuest document ID: 821699679.

Dikli, S. (2010). The nature of automated essay scoring feedback. CALICO Journal, 28(1).

TECHNOLOGY AND COLLABORATION

Synchronous Written Computer-Mediated Communication

Liang, M.-Y. (2010). Using synchronous online peer response groups in EFL writing: Revision-related discourse. Language Learning & Technology, 14(1), 45-65.

Worajittipol, K. (2010). Online interaction between Thai EFL learners and English speaking chat partners: An exploration of negotiation for meaning and developing relationships. ProQuest document ID: 749931589.

Liao, J. (2010). The impact of interactive discussions on L2 Chinese composition writing. ProQuest document ID: 634590660.

Wikis

Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260-276.

Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perception of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.

Blogs

Wei, Z. (2010). Blogging for doing English digital: Student evaluations. Computers and Composition, 27(4), 266-283.

Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212-227.

Warschauer, M. (2010). Invited commentary: New tools for teaching writing. Language Learning & Technology, 14(1), 3-8.

Other

Black, R. W. (2010). Online fan fiction and critical media literacy. Journal of Computing in Teacher Education, 26(2), 75-80.

Conroy, M. A. (2010). Internet tools for language learning: Students taking control of their writing. Australasian Journal of Educational Technology, 26(6), 861-882.

Radia, P., & Stapleton, P. (2010). Unconventional sources as a new convention: The shifting paradigm of undergraduate writing. Internet and Higher Education, 12(3-4), 156-164.

IDENTITY

Identity and the Individual

Cox, M. (2010). Identity, second language writers, and the learning of workplace writing. In M. Cox, J. Jordan, C. Ortmeier-Hooper, & G. G. Schwartz (Eds.), Reinventing identities in second language writing. Urbana, IL: National Council of Teachers of English, 75-79.

Identity and Children

Kabuto, B. (2010). Bilingual writing as an act of identity: Sign-making in multiple scripts. Bilingual Research Journal, 33(2), 130-149.

Moore, D. (2010). Multilingual literacies and third script acquisition: Young Chinese children in French Immersion in Vancouver, Canada. International Journal of Multilingualism, 7(4), 322-342.

Butvilofsky, S. A. (2010). Towards the development of a biliterate pedagogy: A case study of emerging biliterate writing. ProQuest document ID: 755473255.

Identity and Older Students

Liu, P. (2010). White prestige ideology, identity and investment: ESL composition class as a site of resistance and accommodation for Taiwanese students. ProQuest document ID: 365710550.

Kibler, A. (2010). Writing through two languages: First language expertise in a language minority classroom. Journal of Second Language Writing, 19(3), 121-142.

Cho, S. (2010). Academic biliteracy challenges: Korean scholars in the United States. Journal of Second Language Writing, 19(2), 82-94.

Identity, Instruction, and Institutions

Marshall, S. (2010). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Education, 24(1), 41-56.

Honeyford, M. A. (2010). Writing for cultural citizenship: Literacy, identity, and the teaching of Latino immigrant youth. ProQuest document ID: 759822366.

GENRE

Genre as Input

Myskow, G., & Gordon, K. (2010). A focus on purpose: using a genre approach in an EFL writing class. ELT Journal, 64(3), 283-292.

Hyunju, L. (2010). Responding to genre-based writing instruction: An interpretive study of L2 writers’ experiences in two graduate level ESP/EAP writing courses. Retrieved from ProQuest Digital Dissertations (758903902).

Genre as Output: Argumentative Essay Writing

Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal for English for Academic Purposes, 9(3), 229-241.

Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19(4), 218-233.

Qin, J., & Karabacak, E. (2010). The Analysis of Toulmin Elements in Chinese EFL university argumentative writing. System, 38(3), 444-456.

Ismali, S. (2010). Arabic and English persuasive writing of Arabs from a contrastive rhetoric perspective. ProQuest document ID:365786902.

Genre as Output: Narratives, Poetry, and Creative Writing

Tanno, K. (2010). Development of narrative skills in second language speakers: Mental and speech representations in Japanese oral and written personal narratives. ProQuest document ID: 808402251

Verheyden, L., Van den Branden, K., Rijalarsdam, G., Vand den Bergh, H., & De Maeyer, S. (2010). Written narrations by 8-to10-year old Turkish pupils in Flemish primary education: A follow-up of seven text features. Journal of Research in Reading, 33(1), 20-38.

Dai, F. (2010). English language creative writing in mainland China. World Englishes, 29(4), 546-556.

PROFESSIONALIZATION (PRACTICAL/ACADEMIC)

Inservice Teacher Training

Byrd, D. R. (2010). Framing, reflecting on and attending to a rationale of teaching of writing in the second language classroom via journaling: A case study. System, 38(2), 200-210.

Aydin, S., & Basoz, T. (2010). The attitudes of pre-service teachers towards EFL writing. Journal of Language and Linguistic Studies, 6(2), 54-68.

Nguyen, H. T. M., & Hudson, P. (2010). Preservice EFL teachers’ attitudes, needs, and experiences about teaching writing and learning to teach writing before their practicum: A case study in Vietnam. Asian EFL Journal, 12(2), 43-67.

Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19(3), 143-157.

Teaching Practices

Arju, S. (2010). Proposing opinion writing as a practice of critical thinking. The Reading Matrix: An International Online Journal, 10(1), 106-114.

Kasten, S. (Ed.). (2010). Effective second language writing. Alexandria, VA: TESOL.

Student Agency

Yugianingrum. (2010). Producing an English academic paper: Process, problems, and solutions. U.S-China Foreign Language, 8(1), 39-49.

Acquisition of Knowledge

Rhee, E. H. (2010). Complexities and dynamics of Korean graduate students’ textual borrowing in academic writing. ProQuest document ID: 607931638.

Lee, H. (2010). Responding to genre-based writing instruction: An interpretive study of L2 writers’ experiences in two graduate level ESP/EAP writing courses. ProQuest document ID: 758903902.

Bain-Butler, D. (2010). How L2 legal writers use strategies for scholarly writing: A mixed methods study. ProQuest document ID: 763491231.

Dissertation Writing

Chang, C. E., & Strauss, P. (2010).’Active agents of change?’ Mandarin-speaking students in New Zealand and the thesis writing process. Language and Education, 24(5), 415-429.

Casanave, C. P. (2010). Taking risks?: A case study of three doctoral students writing qualitative dissertations at an American university in Japan. Journal of Second Language writing, 19(1), 1-6.

Gurel, N. (2010). An examination of linguistic and sociocultural variables in writing a dissertation among Turkish doctoral students. ProQuest document ID: 759482412.

Publishing

Lillis, T. M., & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in English. New York, NY: Routledge.

Mungra, P., &Webber, P. (2010). Peer review process in medical research publications: Language and content comments. English for Specific Purposes, 29(1): 43-43.

Cheung, Y. L. (2010). First publications in refereed English journals: Difficulties, coping strategies, and recommendations for students training. System, 38(1): 134-141.

Huang, J. C. (2010). Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science. Journal of English for Academic Purposes, 9(1), 33-44.

THEORY

Silva, T., & Matsuda, P. K. (Eds.).(2010). Practicing theory in second language writing. West Lafayette, IN: Parlor Press.

Hubert, M. D., & Bonzo, J. D. (2010). Does second language writing research impact U.S University foreign language instruction? System, 38(4), 517-528.

REFERENCES

Chesher, C. (2005, May). Blogs and the crisis of authorship. Paper presented at the Blogtalk Downunder conference, Sydney, Australia. Retrieved from http://incsub.org/blogtalk/?page_id=40