Developing International EFL/ESL Scholarly Writers / / Donna Bain Butler.

• Superior document: Title is part of eBook package: De Gruyter DG Plus DeG Package 2015 Part 1
• VerfasserIn: Bain Butler, Donna,
• MitwirkendeR: Canagarajah, Suresh,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Mouton, , [2015]; ©2015
• Year of Publication: 2015
• Language: English
• Series: Studies in Second and Foreign Language Education [SSFLE] , 7
• Physical Description: 1 online resource (296 p.)
• Other title: Frontmatter --; Foreword --; Preface --; Acknowledgments --; Contents --; Part I: Combining Research with Instruction --; 1. Making a Difference in the Academic Writing of International Graduate Students --; 2. What We Know About Academic Writer Challenges and Differences --; 3. Determining What International Student Writers Know and Can Do --; Part II: Learner-User Research --; 4. Research Population Representativeness and Research Methods --; 5. Performance Enhancing Measures --; 6. Variables Influencing Strategic Competence --; Part III: Learner-User Perspectives --; 7. Profiles --; 8. Developing Learner-User Agency --; Part IV: Learner-User Centered Pedagogy --; 9. Connecting Learning with Teaching --; 10. Coda Chapter: Transformation in a Nutshell --; References --; Key Definitions --; Appendix --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781614512691; 9783110762518; 9783110700985; 9783110742961; 9783110439687; 9783110438710
• ISSN: 2192-0982
• DOI: 10.1515/9781614512691
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Donna Bain Butler.

This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.