Academic authors use various evaluative resources to express personal attitudes, opinions, emotions, or stances to persuade readers to accept their epistemic claims. However, expressing evaluation appropriately and effectively in English academic writing poses a significant challenge for L2 novice academic writers. This book is specifically designed to address this challenge for novice writers. It first explicates the notion of authorial evaluation in academic writing and sorts out major approaches to evaluation in Applied English Linguistics in the past three decades, foregrounding the advantages of the appraisal approach. The book then presents an integrated analysis combining a move analysis based on Kwan’s (2006) generic model of literature review with an appraisal analysis applying Martin and White’s (2005) appraisal taxonomy on Chinese novice writers’ evaluation in MA thesis literature reviews. General features and problematic issues of the novice writers’ demonstration of evaluation in English academic writing are identified and discussed, and a teaching model for explicit instruction on evaluation in English academic writing is proposed in the book with the aim to enhance novice writers’ ability to express evaluation in academic writing. An enriched appraisal taxonomy is also proposed to promote the applicability of the appraisal framework in academic discourse.

Research writing and teaching is a great challenge for novice scholars, especially L2 writers. This book presents a compelling and much-needed automated writing evaluation (AWE) reinforcement to L2 research writing pedagogy.

This book responds to the changes and needs of English Language Learning by offering insight into online writing pedagogical platforms and atmospheres. Language learning enriched with technology, web tools and applications have become a necessary ingredient in language education internationally. This volume provides an in-depth understanding of writing practices that are responsive to the challenges for teaching and learning writing in local and global contexts of education. It also provides succinct knowledge at the intersection of technology with teaching, learning, and research. The chapters herein creatively take advantage of the affordances of digital platforms and further critiques their limitations. The book also delineates knowledge on concepts, theories, and innovative approaches to digital writing in the field of teaching and learning English. The chapters focus on reviews and provide guidance on the practical use of Web 2.0 and multimedia tools as well as presenting research on technology integration in writing classes.

New Directions is a thematic reading-writing book aimed at the most advanced learners. It prepares students for the rigors of college-level writing by having them read long, challenging, authentic readings, from a variety of genres, and by having them apply critical thinking skills as a precursor to writing. This emphasis on multiple longer readings gives New Directions its distinctive character.

Focusing on the introductions to research articles in a variety of disciplines, the author uses appraisal theory to analyze how writers bring together multiple resources to develop their positions in the flow of discourse. It will be most useful for researchers new to appraisal, and to EAP teachers.

Higher education institutions in Anglophone countries often rely on standardized English language proficiency exams to assess the linguistic capabilities of their multilingual international students. However, there is often a mismatch between these scores and the initial experiences of international students in both academic and social contexts. Drawing on a digital ethnography of Chinese international students’ first semester languaging practices, this book examines their challenges, needs and successes on their initial languaging journeys in higher education. It analyzes how they use their rich multilingual and multi-modal communicative repertories to facilitate languaging across contexts, in order to suggest how university support systems might better serve the needs of multilingual international students.

This book describes the current psycholinguistic research being conducted internationally on better understanding second language (L2) writing. It is based on an experimental research tradition arising from recent progress made in methodology, technology and theory in both native and second language writing. It is unique in that it is specifically geared to better understanding L2 writing and how it relates to L1 writing research in the psycholinguistic tradition.

Elegant data and ideas deserve elegant expression, argues Helen Sword in this lively guide to academic writing. For scholars frustrated with disciplinary conventions, and for specialists who want to write for a larger audience but are unsure where to begin, here are imaginative, practical, witty pointers that show how to make articles and books a pleasure to read—and to write. Dispelling the myth that you cannot get published without writing wordy, impersonal prose, Sword shows how much journal editors and readers welcome work that avoids excessive jargon and abstraction. Sword’s analysis of more than a thousand peer-reviewed articles across a wide range of fields documents a startling gap between how academics typically describe good writing and the turgid prose they regularly produce. Stylish Academic Writing showcases a range of scholars from the sciences, humanities, and social sciences who write with vividness and panache. Individual chapters take up specific elements of style, such as titles and headings, chapter openings, and structure, and close with examples of transferable techniques that any writer can master.

The must-have Common Core guide for every ESL/ELL instructor Navigating the Common Core with English Language Learners is the much-needed practical guide for ESL/ELL instructors. Written by experienced teachers of English Language Learners, this book provides a sequel to the highly-regarded ESL/ELL Teacher's Survival Guide and is designed to help teachers implement the Common Core in the ELL classroom. You'll find a digest of the latest research and developments in ELL education, along with comprehensive guidance in reading and writing, social studies, math, science, Social Emotional Learning and more. The Common Core is discussed in the context of ESL, including the opportunities and challenges specific to ELL students. Ready-to-use lesson plans and reproducible handouts help you bring these ideas into the classroom, and expert guidance helps you instill the higher-order thinking skills the Common Core requires. The Common Core standards have been adopted in 43 states, yet minimal guidance has been provided for teachers of English Language Learners. This book fills the literature gap with the most up-to-date theory and a host of practical implementation tools. Get up to date on the latest stats and trends in ELL education Examine the challenges and opportunities posed by Common Core Find solutions to common issues that arise in teaching ELL students Streamline Common Core implementation in the ELL classroom The ELL population is growing at a rapid pace, and the ELL classroom is not exempt from the requirements posed by the Common Core State Standards. ESL/ELL teachers know better than anyone else how critical language is to learning, and ELL students need a specialized Common Core approach to avoid falling behind. Navigating the Common Core with English Language Learners provides specific guidance and helpful tools that teachers can bring to the classroom today.