References

Language

Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45, 5–35.

Dich, N. (2011). Cross-linguistic study of spelling in English as a foreign language: The role of first language orthography in EFL spelling (Unpublished dissertation). ProQuest document ID 906728410.

Hong, S. C., & Chen, S. H. (2011). Roles of position, stress and proficiency in L2 children’s spelling: A developmental perspective. Reading and Writing, 24, 355–385.

Llach, M. P. A. (2011). Lexical errors and accuracy in foreign language writing. Bristol, England: Multilingual Matters.

Ong, J. (2011). Investigating the use of cohesive devises by Chinese EFL learners. Asian EFL Journal, 13(3), 42–65.

Shea, M. (2011). Cohesion in second language writing (Unpublished dissertation). ProQuest document ID 884594426.

Van Gelderen, A., Oostdam, R., & van Schooten, E. (2011). Does foreign language writing benefit from increased lexical fluency? Evidence from a classroom experiment. Language Learning, 61(1), 281–321.

Wang, H. (2011). An analysis of errors in college English writing in China. Sino-US English Teaching, 8, 369–375.

Wei, Y., & Lei, L. (2011). Lexical bundles in the academic writing of advanced Chinese EFL learners. RELC Journal, 42(2), 155–166.

Zarei, G., & Mansoori, S. (2011). Analysis and categorization of the most prevalent errors of intermediate and elementary EFL learners of writing in Iran. Language in India, 11(1), 50–60.

Feedback

Baleghizadeh, S., & Arab, F. (2011). Comparing native models and peer feedback in promoting noticing through written output. Innovation in Language Learning and Teaching, 5(1), 63–79.

Best, K. (2011). Transformation through research-based reflection: A self-study of written feedback practice. TESOL Journal, 2, 492–509.

Bitchener, J., & Ferris, D. R. (2011). Written corrective feedback in second language acquisition and writing. New York, NY:Routledge.

Cotos, E. (2011). Potential of automated writing evaluation feedback. CALICO, 28, 420–459.

Diab, N. M. (2011). Assessing the relationship between different types of student feedback and the quality of revised writing. Assessing Writing, 16, 274–292.

Evans, N. W., Harthom, K. J., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university matriculated ESL learners. System, 39, 229–239.

Ferris, D. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor: University of Michigan Press.

Ferris, D., Brown, J., Liu, H. S., & Stine, M. E. A. (2011). Responding to L2 students in college writing classes: Teacher perspectives. TESOL Quarterly, 45, 207–234.

Lee, I. (2011). Working smarter, not working harder: Revisiting teacher feedback in the L2 writing classroom. Canadian Modern Language Review/La Revue Candienne des Langues Vivantes, 67, 377–399.

McGarrell, H. (2011). Writing teacher response (WTR). International Journal of Applied Linguistics, 21(1), 140–142.

Ning, Z. (2011). A study on teachers’ feedback of English major compositions. US-China Foreign Language, 9, 247–253.

Seror, J. (2011). Alternative sources of feedback and second language writing development in university content courses. Canadian Journal of Applied Linguistics/Revue Candienne de Linguistique, 14(1), 118–143.

Sharmini, S., & Kumar, V. (2011). Planning in feedback: Insights from concurrent verbal protocols. TESL-EJ, 14(4), 1–12.

Van Beuningen, C. (2011). The effectiveness of comprehensive corrective feedback in second language writing. Oisterwijk: BOXPress.

Wang, T., & Li, L. Y. (2011). “Tell me what to do” vs. “guide me through it”: Feedback experiences of international doctoral students. Active Learning in Higher Education, 12(2), 101–112.

Ware, P. (2011). Computer-generated feedback on student writing. TESOL Quarterly, 45,769–774.

Zhang, S. (2011). Peer feedback: A New approach to English writing instruction in a Chinese college setting. Sino-US English Teaching, 8(6), 364–368.

Assessment

Aliweh, A. (2011). The effect of electronic portfolios on promoting Egyptian EFL college students’ writing competence and autonomy. Asian EFL Journal, 13(2), 90–132.

Barkaoui, K. (2011). Effects of marking method and rater experience on ESL essays scores and rater performance. Assessment in Education: Principles, Policy, & Practice, 18, 279–293.

Becker, A. (2011). Building evidence for the evaluation of English learners’ writing scores (Unpublished dissertation). ProQuest Document ID 883362981.

Diab, R., & Balaa, L. (2011). Developing detailed rubrics for assessing critique writing: Impact on EFL university students’ performances and attitudes. TESOL Journal, 2, 52–72.

Dunn, D. (2011). The validity and reliability of the ninth grade direct writing assessment: Determining its effectiveness in measuring English language learner student proficiency (Unpublished dissertation). ProQuest document ID 858022619.

Duong, M. T., Nguyen, T. K. C., & Griffin, P. (2011). Developing a framework to measure process-oriented writing competence: A case of Vietnamese EFL students’ formal portfolio assessment. RELC Journal, 42, 167–185.

Harrison, G. L., Ogle, K. C., & Keilty, M. (2011). The reliability of the OWLS written expression scale with ESL kindergarten students. Canadian Journal of School Psychology, 26, 319–328.

Huang, J. (2011). Generalizability theory as evidence of concerns about fairness in large-scale ESL writing assessments. TESOL Journal, 2, 423–443.

Lee, I. (2011). Bringing innovation to EFL writing through a focus on assessment for learning. Language Learning and Teaching, 5(1), 19–33.

Lim, G. S. (2011). The development and maintenance of rating quality in performance writing assessment: A longitudinal study of new and experienced raters. Language Testing, 28, 543–560.

Llosa, L., Beck, S. W., & Zhao, C. G. (2011). An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments. Assessing Writing, 16, 256–273.

Neuman, H. (2011). What’s in a grade? A mixed methods investigation of teacher assessment of grammatical ability in L2 academic writing (Unpublished dissertation). ProQuest document ID 903311151.

Romova, Z., & Andrew, M. (2011). Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language. Assessing Writing, 16(2), 111–122.

Ruegg, R., Fritz, E., & Holland, J. (2011). Rater sensitivity to qualities of lexis in writing. TESOL Quarterly, 45, 63–80.

Shih, R. (2011). Can web 2.0 technology assist college students in learning English writing? Integrating “Facebook” and peer assessment with blended learning. Australasian Journal of Education Technology, 27, 829–845.

Tang, J., & Yi’an, W. (2011). Using automated writing evaluation in classroom assessment: A critical review. Foreign Language Teaching and Research, 43, 273–282.

Writing Centers

Chiu, C.-H. (2011). Negotiating linguistic certainty for ESL writers at the writing center (Unpublished dissertation). ProQuest document ID 858609632.

Peck, J. (2011). A case study of students entering writing courses at College of Sequoias (Unpublished dissertation). ProQuest document ID 857921663.

Severino, C., & Deifell, E. (2011). Empowering L2 tutoring: A case study of a second language writer’s vocabulary learning. Writing Center Journal, 31(1), 25–54.

Tan, B. (2011). Innovating writing centers and online writing labs outside North America. Asian EFL Journal, 13, 391–418.

Motivation

Gardner, S. (2011). Competition as a successful motivator for emergent writers in correctional educational ESL. Adult Basic Education and Literacy Journal, 5(1), 52–55.

Gupta, D. (2011). The influence of motivation and attitude on writing strategy use of undergraduate EFL students: Quantitative and qualitative perspectives. Asian EFL Journal, 13(2), 34–89.

Schermbeck, N. (2011). Learner motivation and self-regulatory strategy use by intermediate learners of German during writing assignments (Unpublished dissertation). ProQuest document ID 910549147.

Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 34, 510–522.

Wu, H. (2011). An innovative teaching approach for decreasing anxiety and enhancing performance in L2 reading and writing (Unpublished dissertation). ProQuest document ID 908018139.

Yanguas, I. (2011). The dynamic nature of motivation during the task: Can it be captured. Innovation in Language Learning and Teaching, 5(1), 35–61.

Yuan-bing, D. (2011). How to motivate students in second language writing. Sino-US Teaching, 8(4), 235–240.

Genre

Casanave, C. P. (2011). Journal writing in second language education. Ann Arbor: University of Michigan Press.

Causarano, A. (2011). An investigation of academic writing in international students post-secondary education (Unpublished dissertation). ProQuest document ID 896134760.

Cheng, A. (2011). Language features as the pathways to genre: Students’ attention to non-prototypical features and its implications. Journal of Second Language Writing, 20(1), 69–82.

Costino, K. A., & Hyon, S. (2011). Sidestepping our “scare words”: Genre as a possible bridge between L1 and L2 compositionists. Journal of Second Language Writing, 20(1), 24–44.

Demet, Y. (2011). From genre awareness to cross-genre awareness: A study in an EFL context. Journal of English for Academic Purposes, 10(3), 121–129.

Eckstein, G., Chariton, J., & McCollum, R. M. (2011). Multi-draft composing: An iterative model for academic argument writing.Journal of English for Academic Purposes, 10(3), 162–172.

Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K–12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(1), 45–55.

Gentil, G. (2011). A biliteracy agenda for genre research. Journal of Second Language Writing, 20(1), 6–23.

Iida, A. (2011). Revisiting haiku: The contribution of composing haiku to L2 academic literacy development (Unpublished dissertation). ProQuest document ID 867369726.

Izadpanah, S. (2011). The review study: The effect of task-based approach on the advanced EFL learners’ narrative vs. expository writing. Sino-U.S English Teaching, 8(1), 32–37.

Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20(1), 56–68.

Manchon, R. (Ed.). (2011). Learning-to-write and learning-to-learn in an additional language. Amsterdam, Netherlands: John Benjamins.

Millar, D. (2011). Promoting genre awareness in the EFL classroom. English Teaching Forum, 49(2), 2–15.

Natiladdanon, K. (2011). Genre awareness among Thai EFL readers and writers at a Thai university: A qualitative study (Unpublished dissertation). ProQuest document ID 885186187.

Negretti, R., & Kutteva, M. (2011). Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers. Journal of Second Language Writing, 20(2), 95–110.

Nodoushan, M. A. (2011). The place of genre analysis in international communication. International Journal of Language Studies, 5(1), 63–74.

Ryshina-Pankova, M. (2011). Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews. Journal of Second Language Writing, 20, 243–256.

Salmani-Nodoushan, M. A. (2011). Theses “discussion” sections: A structural move analysis. International Journal of Language Studies, 5(3), 111–132.

Sheldon, E. (2011). Rhetorical differences in RA introductions written by English L1 and L2 and Castilian Spanish L1 writers. Journal of English for Academic Purposes, 10, 238–251.

Swales, J. M. (2011). Coda: reflections on the future of genre and L2 writing [editorial]. Journal of Second Language Writing, 20(1), 83–85.

Tardy, C. M. (2011). The history and future of genre in second language writing [editorial]. Journal of Second Language Writing, 20(1), 1–5.

Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111–133.

Yen, S. (2011). L2 students’ use of rhetorical consciousness raising instructional materials in writing research articles. Asian EFL Journal, 13(3), 130–152.

Academic Writing Challenges

Conzett, J., Martin, M., & Mitchell, M. (2011). Proactively addressing plagiarism and other academic honesty issues with second-language writers. Writing & Pedagogy, 2, 293–309.

Cotterall, S. (2011). Doctoral students writing: Where’s the pedagogy? Teaching in Higher Education, 16, 413–425.

Ferguson, G., Perez-Llantada, C., & Plo, R. (2011). English as an international language of scientific publication: A study of attitudes. World Englishes, 30(1), 41–59.

Hanauer, D. I., & Englander, K. (2011). Quantifying the burden of writing research articles in a second language: Data from Mexican scientists. Written Communication, 28, 403–416.

Heatly, S., Allibone, L., Ooms, A., Burke, L., & Akroyd, K. (2011). Providing writing and language support for students who have English as a second language—A pilot study. Journal of Vocational Education and Training, 63(1), 101–114.

Huang, L. (2011). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. Language Teaching Research, 14, 517–539.

Kang, H. (2011). Challenges and successes of a piloted first-year composition and English for academic purposes link (Unpublished dissertation). ProQuest document ID 888057462.

Lee, Y. (2011). Copying and summarizing: Possible tools to develop English reading and writing for university students of different proficiency levels in Korea (Unpublished dissertation). ProQuest document ID 851695678.

Li, L., & Vandermensbrugghe, J. (2011). Supporting the thesis writing process of international research students through an ongoing writing group. Innovations in Education and Teaching International, 48, 195–205.

Li, S. (2011). Functional analyses of the problems in non-English majors’ writings. US-China Foreign Language, 8(9), 38–41.

Liao, M., & Tseng, C. (2011). Students’ behaviors and views of paraphrasing and inappropriate textual borrowing in an EFL academic setting. Journal of Pan-Pacific Association of Applied Linguistics, 14, 187–211.

Mansourizadeh, K., & Ahmad, U. K. (2011). Citation practices among non-native expert and novice scientific writers. Journal of English for Academic Purposes, 10(3), 152–161.

Mungra, P. (2011). Teaching writing of scientific abstracts in English: CLIL methodology in an integrated English and Medicine course. Iberica, 20, 151–166.

Nam, M., & Beckett, G. (2011). Use of resources in second language writing socialization. TESL-EJ, 15(1), 1–20.

Phakiti, A. (2011). General academic difficulties and reading and writing difficulties among Asian ESL postgraduate students in TESOL at an Australian University. RELC Journal, 42, 227–264.

Simpson, S. (2011). Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers (Unpublished dissertation). ProQuest document ID 787896486.

Tang, R. (Ed.). (2011). Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. New York, NY: Continuum.

Thomas, Z. (2011). Textual borrowing across academic assignments: Examining undergraduate second language writers’ implementation of writing instruction (Unpublished dissertation). ProQuest document ID 885193809.

Populations

Carroll, J., & Dunkelblau, H. (2011). Preparing ESL students for “real” college writing: A glimpse of common writing tasks ESL students encounter at one community college. Teaching English in the Two-Year College, 38, 271–281.

Di Gennaro, K. (2011). An exploration into the writing ability of Generation 1.5 and international second language writers: A mixed methods approach (Unpublished dissertation). ProQuest document ID 903255840.

Doolan, S. (2011). A comparison of Generation 1.5, L1 and L2 tertiary student writing (Unpublished dissertation). ProQuest document ID 883339844.

Enright, K. A., & Gilliland, B. (2011). Multilingual writing in an age of accountability: From policy to practice in the U.S. high school classrooms. Journal of Second Language Writing, 20, 182–195.

Fife, M. (2011). English language learners’ writing in a first grade classroom (Unpublished dissertation). ProQuest document ID 868179316.

Finn, H. (2011). Narratives of English literacy learning: Chinese adult immigrants’ participation in a community-based ESL writing class (Unpublished dissertation). ProQuest document ID 870036147.

Hansen, T. (2011). Immigrant stories: Generation 1.5 Mexican American students and English language learning in an Illinois community college (Unpublished dissertation). ProQuest document ID 502031607.

Harklau, L. (2011). Commentary: Adolescent L2 writing research as an emerging field. Journal of Second Language writing, 20, 227–230.

Kibler, A. (2011). “I write it in a way that people can read it”: How teachers and adolescent L2 writers describe content area writing. Journal of Second Language writing, 20, 211–226.

Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20, 148–161.

Lee, O., Randall, P., Buxton, C. (2011). Relationship between “form” and “content” in science writing among English language learners.Teachers College Record, 113, 1401–1434.

Leighton, C. (2011). The cognitive processes of 6th grade students of varying Spanish and English proficiencies while writing persuasive letters (Unpublished dissertation). ProQuest document ID 856339866.

Mass, U. (2011). Writing culture in migration: A blind spot in migration research. Grazer Linguistische Studien, 73, 151–168.

Mikulski, A., & Elola, I. (2011). Spanish heritage language learners’ allocation of time to writing processes in English and Spanish. Hispania, 94, 715–733.

Nakamaru, S. (2011). Making (and not making) connections with web 2.0 technology in the ESL composition classroom. Teaching English in the Two-Year College, 38, 377–390.

Ortmeier-Hooper, C., & Enright, K. A. (2011). Mapping new territory: Toward an understanding of adolescent L2 writers and writing in the U.S. contexts. Journal of Second Language Writing, 20, 167–181.

Porsch, R. (2011). Teaching writing competence in English instruction: An all-Germany survey of teachers and students from the secondary level I. Zeitschrift fur Fremdsprachenforschung, 21(1), 53–77.

Shih-Chien, C. (2011). Discourse organization in high school students’ writing and their teachers’ writing instruction: The case of Taiwan. Foreign Language Annals, 44, 417–435.

Sunseri, A. (2011). The impact of thinking maps on elementary students’ expository texts (Unpublished dissertation). ProQuest document ID 879635262.

Tarawneh, R. (2011). The reasons behind writing problems for Jordanian secondary students 2010–2011. Language in India, 11(2), 92–112.

Whittaker, R., Llinares, A., & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research, 15, 353–362.

Wold, K. (2011). Blending theories for instructional design: Creating and implementing the structure, environment, experience, and people (SEEP) model. Computer Assisted Language Learning, 24, 371–382.

Zisselsberger, M. (2011). The writing development of procedural and persuasive genres: A multiple case study of culturally and linguistically diverse students (Unpublished dissertation). ProQuest document ID 888471973.

Corpus-Based Studies

Asención-Delaney, Y., & Collentine, J. (2011). A multidimensional analysis of a written L2 Spanish corpus. Applied Linguisitcs, 32, 299–322.

Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61, 647–672.

Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly, 45, 36–62.

Yoon, C. (2011). Concordancing in L2 writing class: An overview of research and issues. Journal of English for Academic Purposes, 10(3), 130–139.

Technology

Baralt, M., Pennestri, S., & Selvandin, M. (2011). Using Wordles to teach foreign language writing. Language Learning & Technology, 15(2), 12–22.

Blin, F., & Appel, C. (2011). Computer supported collaborative writing in practice: An activity theoretical study. CALICO Journal, 28, 473–497.

Chao, Y., & Lo, H. (2011). Students’ perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19, 395–411.

Depew, K. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix, 11(1), 54–75.

Gebhard, M., Shin, D., & Seger, W. (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspectives. CALICO Journal, 28, 278–307.

Hwang, W., Shadiev, R., & Huang, S. (2011). A study of a multimedia web annotation system and its effect on the EFL writing and speaking performance of junior high school students. ReCALL, 23(2), 160–180.

Lee, K. J., Choi, Y., & Kim, J. E. (2011). Building an automated English sentence evaluation system for students learning English as a second language. Computer Speech and Language, 25, 246–260.

Lin, W., & Yang, S. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88–103.

Olga, P. (2011). Research on the writing process using ScriptLog: A case study. Lahivordlusi/ahivertailuja, 21, 185–212.

Trajtemberg, C., & Yialoumetti, A. (2011). Weblogs: A tool for EFL interaction, expression, and self-evaluation. ELT Journal, 65, 437–445.

Ware, P., & Benschoter, J. (2011). Sheltered instruction for teachers of English language learners: The promise of online mentoring. Middle School Journal, 42(3), 46–54.

Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a Wiki to scaffold primary-school students’ collaborative writing. Educational Technology & Society, 14(1), 43–54.

Wu, H., & Wu, P. (2011). Learners’ perceptions on the use of blogs for EFL learning. US-China Education Review, 3, 323–330.

Identity

Abdollahzadeh, E. (2011). Poring over the findings: Interpersonal authorial engagement in applied linguistics papers. Journal of Pragmatics, 43(1), 288–297.

Chang, P., & Schleppegrell, M. (2011). Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciences. Journal of English for Academic Purposes, 10(3), 140–151.

Emami, M. (2011). The act of writing in exile. Identity reconstruction and witnessing through second language and visual media (Unpublished dissertation). ProQuest document ID 908611045.

Liu, Y. (2011). Power perceptions and negotiations in a cross-national email writing activity. Journal of Second Language Writing, 20, 257–270.

Park, G. (2011). Adult English language learners constructing and sharing their stories and experiences: The cultural and linguistic autobiography writing project. TESOL Journal, 2, 157–172.

Pinnow, R. J. (2011). “I’ve got an idea”: A social semiotic perspective on agency in the second language classroom. Linguistics and Education, 22, 383–392.

Reis, D. (2011). Non-native English-speaking teachers (NNESTs) and professional legitimacy: A sociocultural theoretical perspective on identity transformation. International Journal of the Sociology of Language, 208, 139–160.

Spence, L. K., & Cardenas-Cortez, K. (2011). Writing gave me a voice: A Spanish-dominant teacher’s writing workshop. TESOL Journal, 2, 1–23.

Vergaro, C. (2011). Shades of impersonality: Rhetorical positioning in the academic writing of Italian students of English. Linguistics and Education, 22, 118–132.

Wu, H. (2011). Exploring the relationship between EFL college students’ multimodal literacy practices and identity on academic language use (Unpublished dissertation). ProQuest document ID 895089816.

L1 and L2 Writing Comparison

Btoosh, M., & Taweel, A. (2011). Contrastive rhetoric: Inflation, verbal voices and polyphonic visibility in learners and native speakers’ academic writing. Asian EFL Journal, 13, 205–228.

Crossley, S. A., & McNamara, D. S. (2011). Shared features of L2 writing: Intergroup 339–345.

Ying, L. (2011). A comparative study of how Chinese ESL students and American students work on the same writing assignment that involves critical thinking. Sino-US English Teaching, 8(2), 69–76.