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Published on Mar 1, 2016in Journal of Second Language Writing 4.20
Ken Hyland58
Estimated H-index: 58
(HKU: University of Hong Kong)
Abstract Academic publication now dominates the lives of academics across the globe who must increasingly submit their research for publication in high profile English language journals to move up the career ladder. The dominance of English in academic publishing, however, has raised questions of communicative inequality and the possible ‘linguistic injustice’ against an author's mother tongue. Native English speakers are thought to have an advantage as they acquire the language naturalistically...
Published on Jan 1, 2015in Journal of Language Identity and Education 0.74
Stephanie Vandrick14
Estimated H-index: 14
(USF: University of San Francisco)
This essay is inspired by Peggy McIntosh’s (2003, originally 1988) well-known essay containing a list of items in the knapsack of privilege, meaning unearned and invisible privilege that White people unconsciously carry. Because of the power of such concretization of types of privilege, here I have created a similar list based on the (also unearned and invisible) privilege that non–English as a second language (generally English monolingual) students in universities in the United States often ca...
Published on Dec 1, 2013in Journal of Second Language Writing 4.20
A. Suresh Canagarajah19
Estimated H-index: 19
(PSU: Pennsylvania State University)
Published on Dec 1, 2013in Journal of Second Language Writing 4.20
Ryuko Kubota22
Estimated H-index: 22
(UBC: University of British Columbia)
Published on Jun 1, 2013in College Composition and Communication
Anne Ruggles Gere15
Estimated H-index: 15
Laura Aull4
Estimated H-index: 4
(Wake Forest University)
+ 2 AuthorsElizabeth Vander Lei2
Estimated H-index: 2
(Calvin College)
Grounded in the principle that writing assessment should be locally developed and controlled, this article describes a study that contextualizes and validates the decisions that students make in the modified Directed Self-Placement (DSP) process used at the University of Michigan. The authors present results of a detailed text analysis of students’ DSP essays, showing key differences between the writing of students who self-selected into a mainstream first-year writing course and that of student...
Published on Mar 1, 2013in Language Learning 2.00
Alister Cumming19
Estimated H-index: 19
(U of T: University of Toronto)
Language, literacy, and culture intersect almost everywhere, of course. I analyze three phenomena where intersections occur between cognitive skills, personal attitudes, social practices, and macro-societal structures in ways that are salient, puzzling, and also illuminating about the multiple dimensions of learning literacy in situations of cultural and linguistic diversity: (a) heuristic search strategies involving language switching for choices of words and phrases while composing, (b) expres...
Published on Jun 1, 2010in TESOL Quarterly 2.72
Aya Matsuda12
Estimated H-index: 12
(ASU: Arizona State University),
Paul Kei Matsuda20
Estimated H-index: 20
(ASU: Arizona State University)
forward. AILA Review, 22, 120–130. Canagarajah, S. A. (1999). Resisting linguistic imperialism. Oxford, England: Oxford University Press. Forman, R. (2005). Teaching EFL in Thailand: A bilingual study(Unpublished doctoral dissertation). University of Technology Sydney, Sydney, Australia. Graddol, D. (2006). English next. London, England: British Council. Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40, 157–181. Kachru, B. B...
Published on Sep 1, 2007in Journal of Second Language Writing 4.20
Ken Hyland58
Estimated H-index: 58
(Lond: University of London)
Abstract For teacher educators, genre-based pedagogies offer a valuable resource for assisting both pre- and in-service writing instructors to assist their students to produce effective and relevant texts. Instead of focusing on the process of composition, the content of texts, or the abstract prescriptions of disembodied grammars, genre pedagogies enable teachers to ground their courses in the texts that students will have to write in their target contexts, thereby supporting learners to partic...
Published on Jun 1, 2007in Journal of Second Language Writing 4.20
Kimberly A. Costino2
Estimated H-index: 2
(CSUSB: California State University, San Bernardino),
Sunny Hyon6
Estimated H-index: 6
(CSUSB: California State University, San Bernardino)
Abstract This paper reports on a cross-disciplinary study by an L1 compositionist and an applied linguist investigating interrelationships among university basic writing students’ responses to linguistic identity labels, their residency statuses, and their preferences for mainstream or multilingual composition. Previous L2 writing research has suggested predictive links among these factors, but little research has examined such links in a diverse multilingual student population. Data for this st...
Cited By1
Published on Apr 1, 2019in Journal of Second Language Writing 4.20
Cong Zhang (SDU: Shandong University), Yue Chen (Purdue University), Junju Wang1
Estimated H-index: 1
(SDU: Shandong University)
Abstract To address the lack of representation of second language writing (SLW) conferences other than the Symposium on Second Language Writing (SSLW), this short communication provides a report on the International Conference on Teaching and Researching EFL Writing in China (CEFLW) from historical, diachronic, and synchronic perspectives. Historically, we introduce CEFLW by tracing its history and describe CEFLW 2018 by reporting on the major topics of presentations. Diachronically, we compare ...