Teaching English Academic Writing to Speakers
of Other Languages Syllabus
Fall 2025
COURSE OVERVIEW
Description
This course is for international educators of English as a Foreign Language (EFL). As a participant in this
course, you will learn what academic writing is and how to develop courses that suit the writing needs of
your students. During the 5 weeks of the course, you will develop an understanding of different approaches,
types, and key components of academic writing courses. You will also learn important strategies for teaching
academic writing skills in a student-centered classroom. Specifically, you will learn to teach students how to
consider the context and the audience, how to go through the writing process, how to develop arguments,
how to integrate sources, and how to assess writing and give feedback. Different tools for designing course
materials and tasks will be available to you as models to support your learning, and different optional
opportunities for experiential learning will allow you to apply your new knowledge. Throughout the course,
the topics and tasks will lead you to complete an Academic Writing Course (AWC) Materials Packet for your
own context and students.
Note: This course is designed for multiple language proficiencies with materials for “Independent User” to
"Proficient User" levels from the Common European Framework of Reference for Languages (CEFR).
Learning Objectives and Learner Outcomes
By the end of this course, you will:
1. develop an understanding of the core components of an academic writing course;
2. develop an understanding of teaching process writing strategies;
3. develop an understanding of the principles of composing argumentative writing;
4. develop an understanding of the principles of teaching source citation;
5. develop an understanding of the best practices for assessing writing and providing feedback.
These course objectives, as listed, correspond with Modules 1, 2, 3, 4, and 5, respectively.
Expectations and Grading
This course begins with an orientation module. This module is designed to help you get familiar with Canvas
and learn how to get help. It is not mandatory.
The course will run for 5 weeks, from June 26 to July 31, 2023. In order to complete the modules, you should
work online and offline for 2-3 hours every week. The modules will open week by week at 12:01 a.m.
Eastern Time, USA, on Mondays. Each module includes mandatory and optional tasks, such as reviewing
sample materials, posting to discussion forums, and entries in a teaching journal. At the end of each module,
there is a mandatory auto-graded quiz to assess your understanding of the topic content. The modules’
learning and assessment activities are designed to build on one another. The activities you will complete in
© 2025 by Iowa State University. Teaching English Academic Writing to Speakers of Other Languages
Syllabus for the Online Professional English Network (OPEN), sponsored by the U.S. Department of
State with funding provided by the U.S. government and administered by FHI 360. This work is licensed
under the Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, 1
visit [Link]
this course will prompt you to consider and apply key concepts of teaching and designing academic writing
courses. In each module, you will view instructional videos, read content pages, discuss ideas online with
your peers, and reflect on how the module topics relate to your context. Throughout the course, you
will apply module concepts, models, and tools to complete optional tasks for the Academic Writing Course
(AWC) Materials Packet. This is an optional assignment to be compiled at the end of the course, which will
result in a set of specific materials for your own course.
Tasks can be completed at any time before the course close date on July 31, 2023, 11:59 PM, Eastern Time,
USA, but we strongly recommend that you follow the one module per week schedule to ensure that you
finish the course on time.
Netiquette
In the virtual classroom, learning is generated from the active participation in discussion forums and free
exchange of ideas and experiences. Therefore, when communicating on the discussion boards it is important
to follow a set of core principles, which will help us increase the quality of online discussions, achieve group
cohesion, and maintain the community of practice – the key components of teacher professional growth:
1. Be clear and direct: Make sure that your content title reflects the content of your post and that your
post is succinct and direct.
2. Be respectful: Work to understand different ideas and perspectives. Ask questions and respond to
classmates’ posts politely.
3. Post relevant content: Only post content relevant to the “Teaching English Academic Writing to
Speakers of Other Languages” MOOC. Any other content which is found to be unsuitable or
irrelevant will be deleted.
4. Make it easier for colleagues to read your comments: Put a blank space at the beginning of a
message and between paragraphs.
Be brief and specific. When writing a contribution, try to keep it within the word limit recommended
for the task.
5. Be constructive: Respond to colleagues’ postings or comments in an encouraging and supportive
tone. Think before you write or respond. Any criticism should be constructive—if in doubt, think
about how you would feel reading a posting.
6. Be open to differences in opinion: Be open to other people’s opinions and try not to get emotional if
someone disagrees with you. Make your learning experience a constructive and positive one. For
example, capitals can be interpreted as shouting. Words are powerful and can hurt; avoid anything
that could be misinterpreted in any way. Think before you push the ‘send’ button.
7. Accept others: Accept your colleagues’ differences, including cultural and language differences. You
are part of a community, which means caring about your own progress and that of your colleagues’.
8. Respect privacy: Do not share your classmate’s personal information, such as their name and
contact information, with others outside the course.
9. Cite other people’s work: If you use a quote or reference in your post, make sure that you cite it or
provide a link to it.
10. No spamming: Please do not send advertisements to your colleagues or use their emails in any way
other than how they intend it to be used.
Assignments
Each module has learning and assessment activities. Some activities are required and some are optional.
Learning Activities
• Reading content pages
• Watching videos
• Reviewing sample documents
Assessment Activities
• Quizzes: Each module has an auto-graded quiz to test your understanding of the module topic.
These are required, and you must earn at least 70% on these quizzes to pass the course. You can
take quizzes multiple times.
• Discussions (OPTIONAL): Each module has one or more discussion forums where you are expected
to discuss the topic with your course peers. These are ungraded and not required, but we encourage
you to actively participate and learn from other course participants.
• Teaching journal (OPTIONAL): Each module has an optional task to be completed as part of a
personal teaching journal. The journal tasks are ungraded and not required. We strongly encourage
you to complete these tasks because they will help you compile the Academic Writing Course (AWC)
Materials Packet.
• Academic Writing Course (AWC) Materials Packet (OPTIONAL): For this final assignment, you will
compile all the materials included in your teaching journal. It will contain instructional content
needed for an existing or future academic writing course. This assignment is ungraded and not
required. In the future, you may have an opportunity to apply what you produce in a real course at
your institution or to share your packet with colleagues in local or international contexts.
Course Policies
Communication
It is your responsibility to communicate with your instructor and the OPEN Program about questions or
issues that prevent you from participating in the course.
• If you have questions about completing assignments, post your questions to the Content
Support Discussion Board.
• If you have technical issues with the course, submit your question to openmoocs@[Link]
• If you cannot participate in the course due to extenuating circumstances such as a health
problem, heavy
workload, or any other reason you must contact opensupport@[Link], AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait
until after the situation is over.
Plagiarism
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your
own words and ideas, and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in
OPEN courses.
First Report: FHI 360 will contact the participant with resources about plagiarism and how to avoid
it.
Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn the participant that
they will automatically be withdrawn from the course if a third report is received.
Third Report: The participant will be removed from the course. The participant may not be eligible
to participate in the program in the future.
COURSE SCHEDULE
Module Topic Learning Resources Activities and Assignments Time
Objectives Required
Course Objective: Videos and transcript Course Orientation Total: 80 min
introduction Gain an • “Welcome to the Course” • Watch the video and read the 15 min
understanding Tool introductions on the “Welcome to the
of the course • Infographic “Teaching English Course” page
objectives Academic Writing to Speakers of • Read the “Course Information and 15 min
Other Languages Course Overview” page
Overview” • Respond to the discussion forum 20 min
Assessments “Introduce Yourself Here”
• “Pre-Course Background Survey” • Complete the “Pre-Course Background 10 min
(Ungraded) Survey” (Ungraded)
• “Pre-Course Diagnostic Quiz” • Complete the “Pre-Course Diagnostic 20 min
(Ungraded) Quiz” (Ungraded)
1 Overview of Course Animated videos and transcripts Getting Started Total: 165 min
academic objective 1: • “Module 1 Introduction” Task 1. Read the “Module 1: Overview and 10 min
writing Develop an • “Module 1 Summary” To-Do List” page
courses understanding Live video and transcript Task 2. Watch the “Module 1 Introduction” 10 min
of the core • “My Academic Writing Teaching video
components of Autobiography - Guest Speakers” Academic Writing Courses
an academic Presentation videos with PPT slides Task 3. Watch the videos under “Academic
writing course and transcripts Writing Courses”
• “What Is Academic Writing” 3a. “What Is Academic Writing?” 20 min
Module • “Approaches to Teaching 3b. “Approaches to Teaching Academic 20 min
objectives: Academic Writing Courses” Writing Courses”
1.1 Identify core • “Genre in Academic Writing” 3c. “Genre in Academic Writing” 20 min
components of Content pages Backward Design
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Module Topic Learning Resources Activities and Assignments Time
Objectives Required
academic • “Course Purpose and Learning Task 4. Read the pages under “Backward
writing courses Objectives” Design” 15 min
1.2 • “Assignments, Assessments, and 4a. “Course Purpose and Learning
Demonstrate Activities” Objectives” 15 min
understanding • “Syllabi” 4b. “Assignments, Assessments, and
of the variety of Activities” 15 min
approaches to Activities 4c. “Syllabi” [30 min]
teaching • OPTIONAL: Discussion forum Task 5. OPTIONAL: Respond to the
academic • OPTIONAL: “Course Objectives” discussion “My Academic Writing Teaching
writing teaching journal Autobiography”
1.3 Apply key Tools Review 30 min
concepts, • “Examples of Learning Objectives Task 6. Take “Module 1 Quiz” [45 min]
models, and Handout” Task 7. OPTIONAL: Respond to “Course
tools to specify • “Sample of Academic Writing Objectives” teaching journal 10 min
objectives for an Course Syllabi Handout” Task 8. Watch the “Module 1
academic Assessment Summary” video
writing course • “Module 1 Quiz”
syllabus
2 Teaching Course Animated videos and transcripts Getting Started Total: 130 min
process objective 2: • “Module 2 Introduction” Task 1. Read the “Module 2: Overview and 10 min
writing Develop an • “Module 2 Summary” To-Do List” page
understanding Presentation videos with PPT slides Task 2. Watch the “Module 2 Introduction” 10 min
of teaching and transcripts video
process writing • “What Is the Writing Process?” Writing Process
strategies • “Introduction to Cascading New Task 3. Watch the “What Is the Writing 20 min
Knowledge” (OER) Process?” presentation
Module Content pages Task 4. Read the pages under “Essentials of
objectives: • “Inventing” the Writing Process”
2.1 Learn • “Revising versus Editing” 4a. “Pre-Writing Strategies” 15 min
strategies for Live videos and transcripts 4b. “Revising versus Editing” 15 min
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Module Topic Learning Resources Activities and Assignments Time
Objectives Required
planning and • “Integrating Process Writing into Task 5. OPTIONAL: Respond to the
implementing My Course – Guest Speakers” (Part discussion “Experience with Integrating
the writing 1 and Part 2) Process Writing” [30 min]
process Activities Cascading New Knowledge
2.2 Understand • OPTIONAL: Discussion forums Task 6. Watch the “Cascading New
the importance • OPTIONAL: “Process-Based Knowledge” video
of grammar Assignment Prompt” teaching Task 7. OPTIONAL: Respond to the 20 min
2.3 Apply key journal discussion “Ways of Sharing Knowledge and
concepts to Tools Experience” [30 min]
create a prompt • “Writing Prompt Sample Handout” Review
for a writing • “Error Awareness Chart Handout” Task 8. Take “Module 2 Quiz”
assignment • “Error Correction Editing Task 9. OPTIONAL: Respond to “Process-
incorporating Instructions Handout” Based Assignment Prompt” teaching 30 min
process writing • “Cluster Diagram Examples journal [45 min]
stages Handout” Task 10. Watch “Module 2 Summary” video
• “Nonlinear Stages of the Writing
Process Diagram” 10 min
Assessment
• “Module 2 Quiz”
3 Teaching Course Animated videos and transcripts Getting Started Total: 155 min
essay writing objective 3: • “Module 3 Introduction” Task 1. Read the “Module 3: Overview and 10 min
and Develop an • “Module 3 Summary” To-Do List” page
argumentati understanding Presentation video with PPT slides Task 2. Watch the “Module 3 Introduction” 10 min
on of the principles and transcript video
of composing • “What is an Academic Argument?” Basics of Essay Writing
argumentative Content pages Task 3. Read the pages under “Basics of
writing • “Purpose and Audience” Essay Writing”
• “Structure and Content” 3a. “Purpose and Audience” 15 min
Module • “Writing an Effective University 3b. “Structure” 10 min
objectives: Application Essay” 3c. “Content” 10 min
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Module Topic Learning Resources Activities and Assignments Time
Objectives Required
3.1 Learn • “Types of Arguments” Task 4. Read the “Writing an Effective 20 min
strategies for Activities University Application Essay” page
helping writers • OPTIONAL: Discussion forum Argumentative Writing
develop topics • OPTIONAL: “Argument Map Task 5. Watch the “What is an Academic 20 min
and content Model” teaching journal Argument?” video
3.2 Describe the Tools Task 6. Read the following “Types of
structure and • “Guide to Argument Mapping Arguments” pages
types of Handout” 6a. “Types of Arguments, Part 1” 10 min
argumentative • “Sample Argument Map Model 6b. “Types of Arguments, Part 1” 10 min
texts Handout”
3.3 Apply key Assessment Task 7. OPTIONAL: Respond to the [30 min]
concepts to “Module 3 Quiz” discussion “Argumentation in My
create an Classroom”
argument Review
activity model Task 8. Take “Module 3 Quiz” 30 min
Task 9. OPTIONAL: Respond to “Argument [45 min]
Map Model” teaching journal
Task 10. Watch the “Module 3 10 min
Summary” video
4 Teaching Course Animated videos and transcripts Getting Started Total: 140 min
Source objective 4: • “Module 4 Introduction” Task 1. Read the “Module 4: Overview and 10 min
Citation Develop an • “Module 4 Summary” To-Do List” page
understanding Live video and transcript Task 2. Watch the “Module 4 Introduction” 10 min
of the principles • “Teaching Source Integration in video
of teaching Academic Writing” Integrating Sources
source citation Content pages Task 3. Watch the “Teaching Source 20 min
• “Writing Summaries” Integration in Academic Writing” video
Module • “Paraphrasing and Quoting” Task 4. Read the “Using Sources Ethically” 15 min
objectives: • “Using Sources Ethically” page
Activities
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Module Topic Learning Resources Activities and Assignments Time
Objectives Required
4.1 Learn • OPTIONAL: Discussion forum Strategies for Source Use
teaching • OPTIONAL: “Prompt for a Task 5. Read the pages under “Strategies
strategies for Summary and Response Essay” for Source Use”
paraphrasing, teaching journal 5a. “Writing Summaries” 15 min
summarizing, Tools 5b. “Quoting and Paraphrasing” 15 min
and quoting • “Sample of Writing Prompt for 5c. “When to Summarize, Quote, or 15 min
4.2 Develop Summary and Response Essay Paraphrase”
strategies for Handout” Task 6. OPTIONAL: Respond to the [30 min]
teaching • “Paraphrase Examples Handout” discussion “Struggles with Using Sources”
integration of Assessment Review
sources • “Module 4 Quiz” Task 7. Take “Module 4 Quiz” 30 min
4.3 Apply key Task 8. OPTIONAL: Respond to “Summary [45 min]
concepts to a and Response Essay Prompt” teaching
writing prompt journal
for source Task 9. Watch the “Module 4 10 min
integration and Summary” video
references
5 Effective Course Animated videos and transcripts Getting Started Total: 190 min
Writing objective 5: • “Module 5 Introduction” Task 1. Read the “Module 5: Overview and 10 min
Assessment Develop an • “Module 5 Summary” To-Do List” page
and understanding Presentation video with PPT slides Task 2. Watch the “Module 5 Introduction” 10 min
Feedback of the best and transcript video
practices for • “Overview of Assessment and Formative Assessment
assessing Feedback” Task 3. Watch the “Overview of 20 min
writing and Content pages Assessment and Feedback” video
providing • “Strategies for Formative Task 4. Read the pages under “Formative
feedback Feedback” Feedback”
• “Peer Review” 4a. “Strategies for Formative Feedback” 15 min
Module • “Writing Conferences” 4b. “Peer Review” 15 min
objectives: • “Assessing Writing Summatively” 4c. “Writing Conferences” 15 min
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Module Topic Learning Resources Activities and Assignments Time
Objectives Required
5.1 Describe the • “Rubrics for Summative Writing Task 5. OPTIONAL: Respond to the [30 min]
purposes of Assessment” discussion “Giving Formative Feedback”
summative and Activities Summative Assessment
formative • OPTIONAL: Discussion forums Task 6. Read the pages under “Summative
assessment • OPTIONAL: “Analytic Rubric” Assessment and Rubrics”
5.2 Develop teaching journal 6a. “Assessing Writing Summatively” 15 min
strategies for Tools 6b. “Rubrics for Summative Writing 15 min
giving written • “Sample of Rubrics Handout” Assessment”
feedback on • “Example Peer Review Instructions Review
global and local and Prompts Handout” Task 7. Take “Module 5 Quiz” 30 min
aspects of • “Sample of Student Writing Task 8. OPTIONAL: Respond to “Analytic [45 min]
writing Handout” Rubric” teaching journal
5.3 Apply key Assessments Task 9: OPTIONAL: Compile the AWC [30 min]
concepts to • “Module 5 Quiz” Materials Packet
create a rubric • “Post-Course Quiz” (Ungraded) Task 10: Watch the “Module 5 Summary” 10 min
for assessment video
and feedback Task 11: Watch the “Farewell and Best 5 min
5.4 Compile the Wishes” video
AWC Materials Task 12: OPTIONAL: Respond to the 10 min
Packet discussion “Say Goodbye to Each Other”
Task 13: Complete the “Post-Course Quiz” 20 min
(Ungraded)
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ADDITIONAL INFORMATION AND RESOURCES
Please note: The copyright permissions of the resources and references vary. Some are copyrighted and cannot be adapted or distributed after the
end of this course. Please check the permissions for individual sources.
Additional Resources by Module
Module 1: Overview of Academic Writing Courses
• Academic Writing: [Link] provides short descriptions of the features of academic writing.
• Academic Word List: This list can be used to help develop students' understanding of academic language.
• Writing Resources: These are open-access general resources for writing teachers and student writers provided by the WAC Clearinghouse.
• Approaches to Process Writing: Although the content created by the British Council is not openly licensed, this article may be worth reading
because it addresses questions and key ideas about process writing.
• A Process Genre Model for Teaching Writing: This article explains the product, process, and genre approaches and provides a lesson plan.
• Integrating Environmental Education into a Genre-Based EFL Writing Class: This article focuses on the genre-based approach to teaching
writing, describing a four-stage process for descriptive, narrative, and procedure writing.
• Syllabus and Assignment Design: This website from Dartmouth has additional guidance on creating a syllabus and assignments that align.
Note that the content is copyrighted and cannot be adapted in any way.
• Syllabus Infographic Templates: An enhancement to add to your course: This site provides templates that can be used to visually enhance
syllabi.
• Learner-centered syllabus checklist - A resource from Iowa State University’s Center for Excellence in Learning and Teaching on what to
include in your syllabus.
Module 2: Teaching Process Writing
• Teaching Writing as Process: This resource compares writing-as-process and writing-as-product. It describes the main elements of the writing
process and provides some advice for teachers on how to facilitate their students' writing process.
• How to Teach Pre-Writing: This site gives teachers ideas for lessons on pre-writing and many other literacy lessons. Please note that the
content is copyrighted and cannot be adapted in any way.
• Guide to Pre-Writing Techniques: This website describes pre-writing strategies and shows examples of worksheets for Inventing. Please note
that the content is copyrighted and cannot be adapted in any way.
• Grammar and Style: See a list of top ten errors and useful tips for writing complete sentences and using correct punctuation. This content is
licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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• Editing vs Revision: This webpage compares these two stages and also has links to other helpful information about Revising. This content is
freely available but has some restrictions. Please check the license if you'd like to adapt or distribute this content.
• The Writing Process - Editing: This helpful guide provides advice for students and a printable Editing Checklist.
Module 3: Teaching Essay Writing and Argument
• Writing for the Reader: A Problem-Solution Approach: This article provides examples of activities that build knowledge of rhetorical context
and audience.
• From Idea to Essay: Effective Strategies for Teaching Academic Writing: This webinar gives example activities for thinking about context.
• Strategies for Essay Writing: This copyrighted resource from the Harvard College Writing Center provides practical information about
developing the components of an essay.
o Thesis
o Topics sentences
o Conclusion
• First-year Essay Prompts: See examples of Common Application essay prompts.
• Student Solutions Center: See examples of writing questions expected to be answered by student applicants within individual
colleges/universities in the USA.
• What is an Argument? This video from Kahn Academy explains how academic arguments are different from everyday opinions. It also
explains how we need to use critical thinking skills to examine other people’s arguments and build our own. The video is licensed under the
Creative Commons Attributive-NonCommercial-ShareAlike license.
• Argumentative Purposes - This webpage from The Excelsior College Online Writing Lab (OWL) provides more details and example essays of
different types of arguments. This content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and
is free for public use.
Module 4: Teaching Source Citation
• The Purdue Online Writing Lab and The Excelsior College Online Writing Lab: These are examples of online style guides.
• Using Evidence in Academic Writing: Avoiding Plagiarism: This is an American English webinar with more information on plagiarism and
source use.
o Here is an alternative video link for Using Evidence in Academic Writing: Avoiding Plagiarism.
• How to Quote | Citation Examples in APA, MLA & Chicago: This site gives examples of how to quote in different situations.
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Module 5: Effective Assessment and Feedback in Academic Writing
• Formative Assessment - This AE teacher article gives more information on types of formative assessment, such as checklists or exit tickets.
• Minimal Marking Workshop Handout - This handout gives examples and principles for effective feedback.
• Written Peer Response in L2 Writing - This AE article explains the principles and benefits of peer review.
• Peer Review - This site has guidelines, example questions, and worksheets for peer review.
• Conferencing with students: These guides for teachers cover how to structure and improve the quality of writing conferences.
• Teaching one-to-one: The writing conference: This text provides a rationale, activities, and strategies for writing conferences.
• Designing Grading Rubrics - This resource gives more detailed steps on creating rubrics.
Course References
Babin, M., Burnell, C., Pesznecker, S., Rosevear, N., & Wood, J. (2017). The word on college reading and writing. Open Oregon Educational Resources.
[Link]
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford University Press.
Bean, J. C. (2011). Engaging ideas: The Professor's guide to integrating writing. Jossey-Bass.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.
Bizup, J. (2008). BEAM: A rhetorical vocabulary for teaching research-based writing. Rhetoric Review, 27(1), 72-86.
Buis, R. (2019, June 19). A degree of concern: Why global temperatures matter. NASA's Global Climate Change Website.
[Link]
Cotos, E. (April 20, 2021). Writing an effective university application essay. EducationUSA and OPEN Program Webinar.
[Link] Here is an alternative video link for Writing an effective university application essay
Ferris, D. (2011). Treatment of error in second language student writing, 2nd Ed. University of Michigan Press. 125-128.
Ferris, D. R., & Hedgcock, J. (2013). Teaching L2 composition: Purpose, process, and practice. New York: Routledge.
Gagich, M., & Zickel, E. (2018). In Practice: A guide to rhetoric, genre, and success in first-year writing. MSL Academic Endeavors.
[Link]
Graff, G., Birkenstein, C., & Maxwell, C. (2014). They say, I say: The moves that matter in academic writing. Gildan Audio.
Harrington, C., & Thomas, M. (2018). Designing a motivational syllabus: Creating a learning path for student engagement. Stylus Publishing, LLC.
[Link]
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Kwiatkowski, C. A., & Harasim, E. (2020). Chemical properties of soil in four-field crop rotations under organic and conventional farming systems.
Agronomy, 10(7), 1045.
Lunsford, A., Ruszkiewicz, J. J., Walters, K. (2019). Everything’s an argument. Boston, MA: Bedford/St. Martin’s.
Lunsford, A. A., Ruszkiewicz, J. J., & Walters, K. (2019). Everything’s an Argument with Readings. 8th Edition. Bedford/St. Martin's.
Morissette, M. (2012). Revision vs editing. Retrieved December 1, 2021, from [Link]
[Link]
Mott-Smith, J. A., Tomas, Z., & Kostka, I. (2020). Teaching writing (revised edition). TESOL Press.
Murray, D. M. (1985). A writer teaches writing (2nd ed.). Houghton Mifflin.
Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge University Press.
[Link]
Paltridge, B., Harbon, L., Hirsh, D., Phakiti, A., Shen, H., & Woodrow, L. (2009). Teaching academic writing: An introduction for teachers of second
language writers, (pp. 61-75). The University of Michigan Press, United States.
Reid, S., & Kowalski, D. (2021). Developing your ideas. The WAC Clearinghouse. Colorado State University.
[Link]
Salahub, J., Reid, S. & Palmquist, M. (2018). Helping students summarize and respond to texts. The WAC Clearinghouse.
[Link]
Schick, K. & Schubert, L. (2017). So what? The Writer’s Argument. New York, New York: Oxford University Press.
Sperling, M. (1991). Dialogues of deliberation: Conversation in the teacher-student writing conference. Written Communication, 8, 131-162.
Vann, R.J., Meyer, D.E., & Lorenz, F.O. (1984). Error gravity: A study of faculty opinion of ESL errors. TESOL Quarterly, 18(3), 427-440.
Wonder, K. (2020). Inquiry notebooks for twenty-first-century skill development. English Teaching Forum, 58(3), 20-29.
[Link]
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