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

Front Matter -- 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

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.

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In English.

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