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

By Terry Myers Zawacki and Michelle Cox
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Book Description

Edited by Terry Myers Zawacki and Michelle Cox. Copy edited by Don Donahue. Designed by Mike Palmquist.



In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.



About the Editors



Terry Myers Zawacki is associate professor emerita of English at George Mason University. She has published on writing in the disciplines, writing assessment, WAC and L2 writing, writing centers, and writing fellows. She serves on the editorial boards of Across the Disciplines, The WAC Journal, and the WAC Clearinghouse. She also is lead editor of the WAC Clearinghouse International Exchanges on the Study of Writing series.



Michelle Cox is a Multilingual Specialist at Dartmouth College and former director of Bridgewater State University's WAC program, which she launched in 2007. She has published on WAC and second-language writing as well as on composition pedagogy, identity theory, and faculty development. She serves on the editorial boards of Across the Disciplines and the WAC Clearinghouse, where she edits the pages on WAC and second-language writing. 



Publication Information: Zawacki, Terry Myers, & Cox, Michelle. (Eds.). (2014). WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/l2/



Print and PDF Publication Date: January 9, 2014

ePub Publication Date: November 8, 2015



Table of Contents
  • A Note to Readers
    • Michelle Cox
    • Terry Myers Zawacki
  • Foreword: Multilinguality Across the Curriculum
    • Jonathan Hall
  • Introduction
    • Michelle Cox
    • Terry Myers Zawacki
  • Section I. Learning from/with L2 Students: Student Strengths, Coping Strategies, and Experiences as They Write Across the Curriculum
  • Chapter 1. Adaptive Transfer, Writing Across the Curriculum, and Second Language Writing: Implications for Research and Teaching
    • Michael-John DePalma
    • Jeffrey M. Ringer
  • Chapter 2. Developing Resources for Success: A Case Study of a Multilingual Graduate Writer
    • Talinn Phillips
  • Chapter 3. “Hey, Did You Get That?”: L2 Student Reading Across the Curriculum
    • Carole Center and Michelle Niestepski
  • Chapter 4. Bridging the Gap between ESL Composition Programs and Disciplinary Writing: The Teaching and Learning of Summarization Skill
    • Qian Du
  • Chapter 5. On Class, Race, and Dynamics of Privilege: Supporting Generation 1.5 Writers Across the Curriculum
    • Kathryn Nielsen
  • Chapter 6. Writing Intensively: An Examination of the Performance of L2 Writers Across the Curriculum at an Urban Community College
    • Linda Hirsch
  • Section II. Faculty Concerns and Expectations for L2 Writers
  • Chapter 7. Negotiating “Errors” in L2 Writing: Faculty Dispositions and Language Difference
    • Terry Myers Zawacki and Anna Sophia Habib
  • Chapter 8. “I don’t know if that was the right thing to do”: Cross-Disciplinary/Cross-Institutional Faculty Respondto L2 Writing
    • Lindsey Ives
    • Elizabeth Leahy
    • Anni Leming
    • Tom Pierce
    • Michael Schwartz
  • Chapter 9. Let’s See Where Your Chinese Students Come From: A Qualitative Descriptive Study of Writing in the Disciplines in China
    • Wu Dan
  • Chapter 10. English is Not a Spectator Sport: Privileged Second Language Learners and the For-Profit ESOL Classroom
    • Marino Fernandes
  • Chapter 11. Making Stance Explicit for Second Language Writers in the Disciplines: What Faculty Need to Know about the Language of Stance-taking
    • Zak Lancaster
  • Chapter 12. In Response to Today’s “Felt Need”: WAC, Faculty Development, and Second Language Writers
    • Michelle Cox
  • Section III. WAC Practices and Pedagogies Transformed
  • Chapter 13. Developing Writing-Intensive Courses for a Globalized Curriculum through WAC-TESOL Collaborations
    • Megan Siczek
    • Shawna Shapiro
  • Chapter 14. Graduate Writing Workshops: Crossing Languages and Disciplines
    • Elaine Fredericksen and Kate Mangelsdorf
  • Chapter 15. Teaching Writing in a Globally Networked Learning Environment (GNLE): Diverse Students at a Distance
    • Jennifer Lynn Craig
  • Chapter 16. Campus Internationalization: A Center-based Model for ESL-ready Programs
    • Karyn E. Mallett and Ghania Zgheib
  • Chapter 17 Reconstructing Teacher Roles through a Transnational Lens: Learning with/in the American University of Beirut
    • Amy Zenger
    • Joan Mullin
    • Carol Peterson Haviland
  • Chapter 18 Writing Histories: Lingua Franca English in a Swedish Graduate Program
    • Thomas Lavelle and Alan Shima
  • Afterword: Writing Globally, Right Here, Right Now
    • Chris Thaiss
  • Notes on Editors and Contributors
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