This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
J. A. Berlin (1988). Rhetoric and ideology in the writing class. College English 50, 477–494.
L. L. Blanton & B. Kroll (with A. Cumming , M. Erickson , A. M. Johns , I. Leki , J. Reid & T. Silva ) (2002). ESL composition tales: Reflections on teaching. Ann Arbor, MI: University of Michigan Press.
E. J. Brière (1966). Quantity before quality in second language composition. Language Learning 16, 141–151.
C. P. Casanave (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship: (But should it be called ‘post-process’?). Journal of Second Language Writing 12, 85–102.
P. Elbow (1999). Research in defense of private writing: Consequences for theory and research. Written Communication 16.2, 139–170.
R. Ellis & F. Yuan (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition 26.1, 59–84.
E. T. Erazmus (1960). Second language composition teaching at the intermediate level. Language Learning 10, 25–31.
L. Faigley (1986). Competing theories of process: A critique and proposal. College English 48, 527–542.
L. Flower & J. R. Hayes (1981). A cognitive process theory of writing. College Composition and Communication 32.4, 365–387.
D. Horowitz (1986). Process and product: Less than meets the eye. TESOL Quarterly 20, 141–144.
K. Hyland (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing 16.3, 148–164.
S. Hyon (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly 30.1, 693–722.
M. A. James (2009). ‘Far’ transfer of learning outcomes from an ESL writing course: Can the gap be bridged? Journal of Second Language Writing 18, 69–84.
M. A. James (2010). An investigation of learning transfer in English-for-general-academic-purposes writing instruction. Journal of Second Language Writing 19, 183–206.
A. M. Johns (1997). Text, role and context: Developing academic literacies. New York: Cambridge University Press.
A. M. Johns (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching 41.2, 237–252.
A. M. Johns (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing 20.1, 56–68.
A. R. Krapels (1990). An overview of second language writing process research. In B. Kroll (ed.), Second language writing: Research insights for the classroom. New York: Cambridge University Press, 37–56.
J. Lave & E. Wenger (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
P. K. Matsuda (2003a). Process and post-process: A discursive history. Journal of Second Language Writing 12, 65–83.
P. K. Matsuda (2003b). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (ed.), Exploring the dynamics of second language writing. New York: Cambridge University Press, 15–34.
C. R. Miller (1984). Genre as social action. Quarterly Journal of Speech 70, 151–176.
A. Pincas (1962). Structural linguistics and systematic composition teaching to students of English as a second language. Language Learning 12.3, 185–194.
A. Raimes (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly 25, 407–430.
T. Silva (1990). Second language composition instruction: Developments, issues and directions in ESL. In B. Kroll (ed.), Second language writing: Research insights for the classroom. New York: Cambridge University Press, 11–23.
R. Spack (1988). Initiating ESL students into the academic discourse community: How far should we go? TESOL Quarterly 22, 29–51.
B. Susser (1994). Process approaches in ESL/EFL writing instructions. Journal of Second Language Writing 3.1, 31–47.