Second Language Writing
Bibliographic Data
| ID | 23398603 |
|---|---|
| Authors | K Hyland (0000-0002-4727-8355, Universidad de Londres, corresponding author) |
| Year | 2003 |
| Publication date | 2003-10-27 |
| Open Access | Yes |
| Type | BOOK |
| Venue | Second Language Writing (SOURCE_BOOK) |
| Publisher | Cambridge University Press (PUBLISHER • US) |
| DOI | 10.1017/cbo9780511667251 |
| OpenAlex | W4211053260 |
| Open Library | OL35765043M |
| ISBN | 9780511667251 |
| Language | EN |
| Citations received | 137 |
| References cited | 117 |
This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English. This book is an accessible and authoritative approach to the theory and practice of teaching writing to students of English. It sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The author takes the stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experience according to the demands and constraints of particular target contexts. This book will be extremely useful to prospective and practicing teachers alike.
Grounded theory · Key (lock) · Linguistics · Mathematics education · Pedagogy · Professional writing · Qualitative research · Second language · Second language writing · Sociology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Language and languages, study and teaching · Rhetoric · Second language acquisition
Developing Students’ Compositions in English Through Mind Mapping Techniques
Appropriacy of “The Prince and the Pauper” for Teaching Writing Skills at the Elementary Level
Challenges of Teaching Writing to ESL Learners in a Pakistani Public High School
Linguistic Errors Committed by Iraqi MA Students in Writing Theses
Tunisian Students’ Perception and Awareness of Metadiscourse Stances in Reading an Academic Text
Adjectives in the Expression of Epistemic Modality in Applied Linguistics Research Articles
A Phenomenographic Study on Efl Teachers’ Conceptions of Teaching Writing
Need for an Aligned ESP Writing Course for Engineering Students
Collectivism and Individualism as Cultural Aspects in Arabic/English Argumentative Writing by Moroccan Students
(Mis)alignment in Relation to Written Corrective Feedback
Enhancing student participation in learning to write a recount text
A Process-Genre Approach to Teaching Writing Report Text to Senior High School Students
Corrective Feedback and Writing Accuracy of Students Across Different Levels of Grammatical Sensitivity
The Contribution of Genre Awareness and Reading Habits Towards Students' Reading Comprehension
The use of contextual teaching and learning approach on students’ analytical exposition writing skills
Developing Students’ Intercultural Communicative Competence Through Cultural Text-Based Teaching
Saudi Graduate Students’ Perceptions Toward Automated Writing Feedback for Improving Academic Writing
An Investigation of Writing Errors Made by Saudi English-Major Students
Can creative imitation with SCAMPER scaffolding foster creativity in Japanese as a foreign language writing? A mixed methods study
Data Possibly Suggest … Hedging in Second Language Writing
Writing to Learn
EFL Teachers’ Perceptions of Classroom Writing Assessment at High Schools in Central Vietnam
The Contrastive Rhetoric
Comparing English Language Learners’ Perceptions of How Reliable Computer-Based, Teacher-Based, and Peer Feedback Is
EFL Students’ Perceptions of the Effects of the Integration of Reading and Writing on Their Writing Skills
Writing on a Computer and Using Paper and Pencil
Collaboratively Composing an Argumentative Essay
Developing Narrative Writing Skills via a Reading Programme for Low English Language Proficiency Undergraduates
Portuguese as an additional language for academic purposes
The Impact of Different Types of Tests in EFL Writing on the Teachers’ Classroom Practices
Does Language Input Matter in Bilingual Writing? Translation Versus Direct Composition in Deaf School Students' Written Stories
Genre pedagogy
Understanding L2 writing teacher expertise
Multilingual academic genre knowledge
Artificial Intelligence for Academic Purposes (Aiap)
Understanding the development and implementation of teachers’ beliefs of written corrective feedback
Representaciones sociales acerca del proceso de Escritura Académica
Eye tracking analysis of EAP Students' regions of interest in computer-based feedback on grammar, usage, mechanics, style and organization and development
Activity systems in transition
Training effects on computer-mediated peer review
The effects of pre-task planning on L2 writing
Second language learners’ self-perceived roles and participation in face-to-face english writing consultations
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention
Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach
Learning outcomes and students' perceptions of online writing
Teachers' practices in EAP writing instruction
Using wikis to enhance and develop writing skills among secondary school students in Hong Kong
Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing
Framing, reflecting on and attending to a rationale of teaching of writing in the second language classroom via journaling
The use of models as a written feedback technique with young EFL learners
Syntactic complexity in a cross-cultural E-mail exchange
Enriching short stories through processes – A functional approach
Assessment as learning in primary writing classrooms
Phrasal Syntactic Complexity Measures in Linguistics Research Articles Written by Iraqi and English L1 Writers
Using a Systemic Functional Linguistics Genre Approach to Help EFL Pre-Service Teachers Write Research Proposals
Exploring the Effects of Implementing Hilary Janks’ Critical Literacy Model in a University EFL Classroom
Writing Abstracts in the University Context
The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students
Self-evaluation of rater bias in written composition assessment
Teaching Language for Academic Purposes
Materials for Language for Specific Purposes
Student engagement with teacher written corrective feedback in EFL writing
A corpus-based EAP course for NNS doctoral students
Teachers’ AI-TPACK, pedagogical judgment, and students’ learning outcomes in GenAI-mediated L2 writing
Peer Feedforward for Enhancing Preservice EFL Teachers’ Academic Writing
Comparing Teacher and Artificial Intelligence Scoring in Writing Assessment
Exploring the Impact of AI‐Driven Writing Tutor Chatbots on Adolescent L2 Writers’ Revision and Editing
The Bawe Quicklinks Project
Exploring the impact of form and content feedback on EFL writing proficiency
The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL
Impacto de las estrategias metodológicas en el aprendizaje del idioma inglés en estudiantes de nivel elemental en comunidades de la provincia de Santa Elena
The Challenges faced by Teachers and Learners in Implementing Process Writing Approach in a Sesotho Grade 4 Classroom
The negotiation of authorial persona in dissertations literature review and discussion sections
Writing in the digital age
Exploring Academic Writing Proficiency of Tertiary EFL Learners of Bangladesh
Teaching Writing in Vietnam’s Secondary and High Schools
Sustaining EFL Learners’ Motivation in Writing Classrooms Via Computer-Based and Peer Feedback
What beliefs about writing guide EFL curricula? An analysis of relevant policy documents for teaching English at German secondary schools
Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback
Experts’ Views on International Students’ Needs in Academic Writing in Turkish
Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome
“Brave New World” or not
What Are We Missing in AI‐Supported L2 Writing Research? A Systematic Review From 2014 to 2024
Academic reflective writing or anecdotal storytelling
English language expectations and experiences of Chinese students in Australian secondary schools
Doctoral students’ engagement with journal reviewers’ feedback on academic writing
“The best-laid plans of mice and men”
Proceso-folio
Effects of pragmatic instruction on EFL teenagers’ apologetic email writing
The multilingual turn in FL education
The relationship between topic and metaphor in second-language learners’ essays
L2 university students’ motivational self system in English writing
Chinese university students’ self-regulated writing strategy use and EFL writing performance
Critical Argument and Writer Identity
Making visible ‘hidden’ intentions and potential choices
Transfronteriza pre-service teachers managing, resisting, and coping with the demands of mathematical discourse
Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing
Model‐based feedback for L2 writing revision
Beliefs and practices of Chinese university teachers in EFL writing instruction
A native-like adult L2 Korean learner’s agentive acquisition of Korean relative clauses
Hedging in Scientific Research Articles
Assessing Writing
Contrastive Rhetoric
Critical English for Academic Purposes
English for Specific Purposes
Curriculum Development in Language Teaching
Patterns and Meanings
English Text
Reflective Teaching in Second Language Classrooms
Contrastive ESP rhetoric
Problems in writing for scholarly publication in English
Extensive Reading in the Second Language Classroom
Sugaring the pill
Text, Role and Context
The Compatibility of Teaching and Learning Strategies
Analysing genre
Validity and washback in language testing
Peer Review Negotiations
The Influence of Teacher Commentary on Student Revision
Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition
The Writing Conference as Performance
A Peer Editor Strategy
ESL student reaction to written comments on their written work
ESL computer writers
Language learning styles
Communicative theory and its influence on materials production
Toward a Model of Transculturation
Responding to Student Writing
Borrowing Others' Words
The Use and Abuse of Models in the ESL Writing Class
Completely Different Worlds
Out of the Woods
Responding to ESL Students' Texts
The Elements of Language Curriculum
Second Language Acquisition Research
Language, Context, and Text
The Composing Processes of Advanced ESL Students
The Alternatives in Language Assessment
Student Input and Negotiation of Meaning in ESL Writing Conferences
The Learning Style Preferences of ESL Students
Analyzing Talk in ESL Peer Response Groups
Culture and the self
Genre-based pedagogies
A crosscultural view of learning styles
Toward an Understanding of the Distinct Nature of L2 Writing
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Individualism, academic writing, and ESL writers
Cultural Thought Patterns in Inter-cultural Education
The Case Against Grammar Correction in L2 Writing Classes
Cultural differences in the organization of academic texts
Situated Learning
The Power and Politics of Genre
| Unique citing works | 137 |
|---|---|
| Citations per year | 6,85 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 78 |