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1	Response to student writing as a relationship-building activity
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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2	Moment-to-moment alignment in writing conference discourse
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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3	Review of Collins English for Life: Writing, by Campbell-Howers, K., & Dignall, C. In Modern English Teacher
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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4	Review of Exploring Vocabulary: Language in Action, by Gardner, D.
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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5	Review of Focus on Writing 5, by Walsh, L. & Writing Power 4, by Peterson, S., & Zemach, D. In Modern English Teacher
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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6	Making a transition: From graduate student to faculty.
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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7	Review of Getting published in academic journals: Navigating the publication process, by Paltridge, B. and Starfield, S.
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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8	Scholarship on L2 writing in 2016: The year in review
	Shvidko, Elena; Silva, T.; Shin, J.-Y....
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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9	Relating through instructing: Creating solidarity with students in writing conferences.
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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10	Mentoring graduate students: Job search
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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11	Supporting multilingual writers through faculty development: Three contexts
	Shvidko, Elena; Litsinger, B.; Staben, J.
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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12	Second language socialization in English programs: Two cases
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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13	Preparing students for university-level disciplinary writing: Teacher and student perspectives
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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14	Designing writing assignments to prepare students for discipline-specific writing
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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15	Thriving while striving: A graduate student forum on life academia
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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16	Relationship-building through embodied feedback: Teacher-student alignment in writing conferences
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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17	Teacher and student perspectives on the effectiveness of first-year composition in preparing L2 students for discipline-specific writing
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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18	Beyond “Giver-Receiver” relationships: Facilitating an interactive revision process
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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19	Factors affecting language use outside the ESL classroom: Student perspectives
	Shvidko, Elena; Evans, Norman W.; Hartshorn, K. James
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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20	Assessing preparation of mainstream composition teachers working with multilingual writers
	Shvidko, Elena
	In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
	Abstract: Research on multilingual writers in first-year composition classes in U. S. universities seems to overlook the issue of professional preparation of mainstream composition instructors who work with multilingual writers. Composition courses are commonly taught by teachers with no formal training in L2 writing pedagogy. Therefore, a better understanding of their professional preparation and needs will help composition programs develop adequate training and prepare instructors who are able to address linguistic and cultural needs of multilingual writers. In this study, a perception survey was completed by 34 instructors of mainstream first-year composition at a large research U.S. university. The participants had no formal training in L2 writing pedagogy. Responses reveal that most instructors acknowledged their lack of education and professional experience and generally felt ill equipped to work with multilingual writers. Conclusions discuss the need to strengthen professional development of mainstream composition instructors.
	Keyword: Arts and Humanities
	URL: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1418&context=lpsc_facpub https://digitalcommons.usu.edu/lpsc_facpub/418
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