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1	Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers
	Voegelin, Cristina; Keller, Stefan Daniel
	In: Issues in Applied Linguistics, vol 22, iss 0 (2021)
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2	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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3	The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
	Abuleil, Sana; Taylor, Christin
	In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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4	EFL Lecturers' Perception and Practice of Screencast Feedback
	Nanang Zubaidi
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 1-25 (2021) (2021)
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5	Written corrective feedback in English compositions: Teachers’ practices and students’ expectations
	Wan Noor Miza Wan Mohd Yunus
	In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 95-107 (2020) (2020)
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6	Competition Strategies during Writing in a Second Language: Age and Levels of Complexity
	Figueiredo
	In: Languages ; Volume 4 ; Issue 1 (2019)
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7	LEARNING TO WRITE IN AN ACADEMIC GENRE: ADULT ENGLISH LEARNERS’ USE OF SOCIOCULTURAL RESOURCES
	Ivanyuk, Lyudmyla
	In: Theses and Dissertations--Curriculum and Instruction (2019)
	Abstract: In this multiple case study, I examined what types of sociocultural resources adult English learners brought with them from their previous contexts and what new resources they drew upon in the U.S. while learning to write in the essay genre. The study also identified how the participants chose to use previous and new sociocultural resources as mediated by the essay genre in the U.S. The following research foci shaped this study: (1) What types of sociocultural resources do adult English learners use while learning to write in the essay genre prior to and after their arrival in the U.S.? (2) How does the essay genre mediate adult English learners’ choices about sociocultural resources in the U.S.? Data collection involved semi-structured interviews, in-class and out-of-class participant observations and collection of artifacts over a period of seven weeks. Six weeks were dedicated to essay writing in an English composition course and English workshop, and one week was used to conduct a final in-depth interview with each participant. Analysis of data included coding and theme analysis. Four refugee students with diverse cultural backgrounds and who had different contacts within the educational system in the U.S. participated in the study. Results indicate that the participants relied upon seven categories of social, symbolic, and material resources when they learned to write in the essay genre. The categories are not mutually exclusive, but they do capture the variety of resources participants drew upon as writers in the essay genre prior to and after their arrival in the U.S. To draw upon their resources in the U.S., the participants also made choices that resulted in three types of actions. Those actions included losses, retentions, and gains. The essay genre mediated some retentions and gains. Those choices were driven by the essay genre demands of the participants’ new sociocultural context and, consequently, were rooted in their interaction within the new environment. Not all of the participants’ choices were mediated by the essay genre; some of them were shaped by contextual influences. Contextual influences shaped losses, as well as some of their retentions and gains. Those were general choices that were situated within particular contextual realities. As my study shows, the essay genre along with context played a significant role in contributing to shaping participant’s agentive capacity. The essay genre, in particular, shaped the kind of competencies they had to demonstrate; contextual influences shaped the types of resources and their access to them. Understanding this interaction and, in particular, how genre helps students make purposeful choices and act as competent writers contributes to a more holistic understanding of learning to write as a sociocultural act. Implications for theory, research, and practice are discussed.
	Keyword: Adult and Continuing Education; Adult English learners; and Multicultural Education; Bilingual; Language and Literacy Education; Multilingual; second language writing; sociocultural resources; the essay genre; writers’ choices
	URL: https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1030&context=edc_etds https://uknowledge.uky.edu/edc_etds/26
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8	Preparing Asian ESOL Teachers to Respond to Student Writing: A Systemic Functional Linguistic Perspective in Action
	Chen, I-An
	In: Doctoral Dissertations (2018)
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9	THE EFFECTS OF PLANNING CONDITIONS ON PRIMARY SCHOOL ESL PUPILS’ NARRATIVE WRITING
	Fei Fan Ma; Azlin Zaiti Zainal
	In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 559-574 (2018) (2018)
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10	Modes of feedback in ESL writing: Implications of shifting from text to screencast
	Cunningham, Kelly J.
	In: Graduate Theses and Dissertations (2017)
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11	Transfer of Grammatical Knowledge into ESL Writing
	S. Mekala; M. Ponmani; P. Shabitha
	In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 47-64 (2016) (2016)
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12	Incongruity, Context, and Counter-Narrative: Challenging Assumptions About Multilingual Writers
	Franklin, Joseph
	In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1430408685 (2015)
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13	Un modelo teórico-metodológico para investigación empírica en feedback correctivo escrito en una segunda lengua
	Lillo Durán, Jorge; Ferreira Cabrera, Anita
	In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 30, 2014 (2014)
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14	Creativity and the Ownership of English: the Teaching and Assessment of Creative Writing with Non-native Speakers
	Pople, Ian
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, pags. 41-48 (2014)
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15	My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship
	Park, Gloria
	In: Park, Gloria. (2013). My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship. L2 Journal, 5(1). doi:10.5070/L25115768. Retrieved from: http://www.escholarship.org/uc/item/2wx585r5 (2013)
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16	Collaborative Writing and Individual Writing: Improving Writing in an L2 Class
	Vithanage, Ramyadarshanie I.
	In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1367887930 (2013)
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17	Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences
	Cheng, Ying-Hsueh
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840 (2013)
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18	Facilitating revision in the English as a second language (ESL) composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students
	DZEKOE, RICHMOND SOLOMON KWESI
	In: Graduate Theses and Dissertations (2013)
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19	Anglophone high school boys’ engagement and achievement in editing their French writing using the BonPatronPro.
	Gauthier, Maria
	In: Journal of Classroom Research in Literacy; Vol 6 (2013); 24-35 ; 1918-2449 (2013)
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20	An Inquiry into Language Use in Multilinguals’ Writing: A Study of Third-Language Learners
	Tanova, Nadya
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1338317195 (2012)
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