This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English.

This collection of scholarly articles by leading researchers offers empirical data and analysis of complex issues related to providing feedback during the writing process.

A collection of 13 original articles, this book is intended to provide a series of discussions about multiple aspects of second language writing, presenting chapters that collectively address a range of issues that are important to new teachers at the post-secondary level. The chapters provide scholarly visions, insight, and interpretation oriented toward explaining the field of teaching academic writing to non-native speakers. The book is designed to provide foundational content-knowledge in this area, each chapter authored by recognized experts in the field. Throughout the chapters, presentation and review of scholarship is presented primarily in the interest of understanding how such knowledge directly or potentially impart teaching, making this a pedagogically relevant book. In addition to helping train new teachers, the book will serve as an updated reference book for practicing teachers and scholars to consult.

Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.

Provides an accessible, comprehensive and practical introduction to current theory and research in second language writing and their classroom applications.

Table of contents

This book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process and offers practical activities and suggestions for implementing it.

This book identifies the many facets of culture that influence second language learners and teachers. The paperback edition identifies the many facets of culture that influence second language learners and teachers. It addresses the impact of culture on learning to interact, speak, construct meaning, and write in a second language, while staying within the sociocultural paradigms specific to a particular language and its speakers. By providing a comprehensive introduction to research from other disciplines on the interaction between language and culture, this volume offers an important contribution to the field of second language acquisition.

This volume focuses on 'practice' from a theoretical perspective and includes implications for the classroom.

Issues of language curriculum development underlied the planning and implementation of language teaching programmes. These papers argue for the process to be made explicit and deal with curriculum planning, specification of ends and means, programme implementation and classroom implementation.