WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

Contents 18 entries

1. 1
   Chapter 1. Adaptive Transfer, Writing Across the Curriculum, and Second Language Writing: Implications for Research and Teaching

   Michael-John DePalma; Jeffrey M. Ringer

   pp. 43-67 DOI: 10.37514/per-b.2014.0551.2.01
2. 2
   Chapter 2. Developing Resources for Success: A Case Study of a Multilingual Graduate Writer

   Talinn Phillips

   pp. 69-91 DOI: 10.37514/per-b.2014.0551.2.02
3. 3
   Chapter 3. "Hey, Did You Get That?": L2 Student Reading Across the Curriculum

   Carole Center; Michell Niestepski

   pp. 93-111 DOI: 10.37514/per-b.2014.0551.2.03
4. 4
   Chapter 4. Bridging the Gap between ESL Composition Programs and Disciplinary Writing: The Teaching and Learning of Summarization Skill

   Qian Du

   pp. 113-128 DOI: 10.37514/per-b.2014.0551.2.04
5. 5
   Chapter 5. On Class, Race, and Dynamics of Privilege: Supporting Generation 1.5 Writers Across the Curriculum

   Kathryn Nielsen

   pp. 129-150 DOI: 10.37514/per-b.2014.0551.2.05
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   Chapter 6. Writing Intensively: An Examination of the Performance of L2 Writers Across the Curriculum at an Urban Community College

   Linda Hirsch

   pp. 151-180 DOI: 10.37514/per-b.2014.0551.2.06
7. 7
   Chapter 7. Negotiating "Errors" in L2 Writing: Faculty Dispositions and Language Difference

   Terry Myers Zawacki; Anna Sophia Habib

   pp. 183-210 DOI: 10.37514/per-b.2014.0551.2.07
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   Chapter 8. "I don't know if that was the right thing to do": Cross-Disciplinary/Cross-Institutional Faculty Response to L2 Writing

   Lindsey Ives; Elizabeth Leahy; Anni Leming; Tom Pierce; Michael Schwartz

   pp. 211-232 DOI: 10.37514/per-b.2014.0551.2.08
9. 9
   Chapter 9. Let's See Where Your Chinese Students Come From: A Qualitative Descriptive Study of Writing in the Disciplines in China

   Wu Dan

   pp. 233-255 DOI: 10.37514/per-b.2014.0551.2.09
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    Chapter 10. English is Not a Spectator Sport: Privileged Second Language Learners and the For-Profit ESOL Classroom

    Marino Fernandes

    pp. 257-267 DOI: 10.37514/per-b.2014.0551.2.10
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    Chapter 11. Making Stance Explicit for Second Language Writers in the Disciplines: What Faculty Need to Know about the Language of Stancetaking

    Zak Lancaster

    pp. 269-298 DOI: 10.37514/per-b.2014.0551.2.11
12. 12
    Chapter 12. In Response to Today's "Felt Need": WAC, Faculty Development, and Second Language Writers

    Michelle Cox

    pp. 299-326 DOI: 10.37514/per-b.2014.0551.2.12
13. 13
    Chapter 13. Developing Writing-Intensive Courses for a Globalized Curriculum through WAC-TESOL Collaborations

    Megan Siczek; Shawna Shapiro

    pp. 329-346 DOI: 10.37514/per-b.2014.0551.2.13
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    Chapter 14. Graduate Writing Workshops: Crossing Languages and Disciplines

    Elaine Fredericksen; Kate Mangelsdorf

    pp. 347`-367 DOI: 10.37514/per-b.2014.0551.2.14
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    Chapter 15. Teaching Writing in a Globally Networked Learning Environment (GNLE): Diverse Students at a Distance

    Jennifer L. Craig

    pp. 369-386 DOI: 10.37514/per-b.2014.0551.2.15
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    Chapter 16. Campus Internationalization: A Center-based Model for ESLready Programs

    Karyn E. Mallett; Chania Zgheib

    pp. 387-413 DOI: 10.37514/per-b.2014.0551.2.16
17. 17
    Chapter 17. Reconstructing Teacher Roles through a Transnational Lens: Learning with/in the American University of Beirut

    Amy Zenger; Joan Mullin; Carol Peterson Haviland

    pp. 415-437 DOI: 10.37514/per-b.2014.0551.2.17
18. 18
    Chapter 18. Writing Histories: Lingua Franca English in a Swedish Graduate Program

    Thomas Lavelle; Alan Shima

    pp. 439-463 DOI: 10.37514/per-b.2014.0551.2.18