PartⅠWriting&L2Writers
Chapter1MyStory:ItWasAlwaysaboutWriting
Chapter2LexicalandSyntacticFeaturesofESLWritingbyStudentsatDifferentLevelsofL2Proficiency
Chapter3OneSizeDoesNotFitAll:ResponseandRevisionIssuesforImmigrantStudentWriters
Chapter4TricksoftheTrade:TheNutsandBoltsofL2WritingResearch
Chapter5UnderstandingDifferentL2StudentAudiences:Definitions
Chapter6WrittenDiscourseAnalysisandSecondLanguageTeaching
Chapter7WritingInstruction
PartⅡRespondingtoL2Writers
Chapter8StudentReactionstoTeacherResponseinMultiple-DroftCompositionClassrooms
Chapter9TeacherCommentaryonStudentWriting:Descriptions&Implications
Chapter10TheInfluenceofTeacherCommentaryonStudentRevision
Chapter11RespondingtoWriting
Chapter12RespondingtoL2StudentsinCollegeWritingClasses:TeacherPerspectives
PartⅢErrorCorrectionforL2Writers
Chapter13ErrorFeedbackinL2WritingClasses:HowExplicitDoesItNeedtoBe?
Chapter14The“GrammarCorrection”DebateinL2Writing:WhereAreWe,andWhereDoWeGofromHere?(AndWhatDoWeDointheMeantime...?)
Chapter15DoesErrorFeedbackHelpStudentWriters?NewEvidenceontheShort-andLong-TermEffectsofWrittenErrorCorrection
Chapter16Myth5:StudentsMustLearntoCorrectAllTheirWritingErrors
Chapter17SecondLanguageWritingResearchandWrittenCorrectiveFeedbackinSLA
Chapter18IsErrorTreatmentHelpfulforL2Writers?
Chapter19PerspectivesonErrorinCompositionStudies:L1andL2InteractionsandInfluences
Chapter20Conclusion:ThemesandTrendsinL2WritingResearchandPractice
Acknowledgments