| Section |
Title |
Author |
Published |
| Research Matters
|
|
L1 and L2 adolescents’ perspectives on writing within and across academic disciplines: Examining the role of agency in writing development |
Jill V. Jeffery, Kristen C. Wilcox |
Nov 8, 2016 |
|
Agency, identity and ideology in L2 writing: Insights from the EAP classroom |
Subrata Kumar Bhowmik |
Nov 8, 2016 |
|
I Know It When I See It: Uncovering Student and Educator Expectations about Academic Writing in Higher Education |
Susan Behrens, Alexa Johnson, Megan Allard, Alexandra Caroli |
Nov 8, 2016 |
| Reflections on Practice
|
|
Using reflective dialogic blogs with international teaching assistants: Rationale, context, and findings |
Ekaterina Arshavskaya |
Nov 8, 2016 |
| From the e-Sphere
|
|
Pecha Kuchas as creative compositions: How speech, images, and written sources combine to convey meaning |
Katie S. Dredger, Crystal L. Beach |
Nov 8, 2016 |
| New Books
|
|
A Language as Social Semiotic-Based Approach to Teaching and Learning in Higher Education Caroline Coffin and Jim Donohue (2014) Wiley-Blackwell, pp308 ISBN 978-1-1189-2382- |
Liangtao Lai |
Nov 8, 2016 |
|
Spoken and Written Discourse in Online Interactions: A Multimodal Approach Maria Grazia Sindoni (2013) New York: Routledge. Pp. xv, 240 ISBN: 978-0-415-52316-5 |
Martha C. Pennington |
Nov 8, 2016 |