Nineteen academics from the U.S. and Canada contribute 16 chapters examining second language writing classroom practices in the larger contexts of institutional politics and policies. The text is organized roughly by the level of instruction: K-12, language support programs in higher education, English for academic and professional purposes, assessment, and the politics of the profession. Topics addressed include policies on assessment, placement, credit, class size, course content, instructional practices, teacher preparation, and teacher support, and political aspects of the relationships and interaction between second language writing professionals and their colleagues at the program, department, school, college, and university levels and beyond. For individuals directly involved in the teaching, research, and administration of second language writing, and members of programs where second language writing courses and programs are located. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
