Edited by Terry Myers Zawacki and Michelle Cox
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978-1-60235-503-3 (paperback, $40); 978-1-60235-504-0 (hardcover, $80); 978-1-60235-505-7 (PDF, $19.99). © 2014 by Terry Myers Zawacki and Michelle Cox. 490 pages, with illustrations, notes, and bibliography.
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In WAC and Second Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices, 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.
A Note to Readers, Michelle Cox and Terry Myers Zawacki
Foreword: Multilinguality Across the Curriculum, Jonathan Hall
Introduction, Michelle Cox and 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 and 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 Response to L2 Writing, Lindsey Ives, Elizabeth Leahy, Anni Leming, Tom Pierce, and 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 Stancetaking, 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 and 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 ESLready 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, and 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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