| A Note to Readers |
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3 | (2) |
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| Foreword: Multilinguality Across the Curriculum |
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5 | (10) |
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| Introduction |
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15 | (26) |
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Section I Learning from/with L2 Students: Student Strengths, Coping Strategies, and Experiences as They Write Across the Curriculum |
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41 | (140) |
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Chapter 1 Adaptive Transfer, Writing Across the Curriculum, and Second Language Writing: Implications for Research and Teaching |
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43 | (26) |
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Chapter 2 Developing Resources for Success: A Case Study of a Multilingual Graduate Writer |
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69 | (24) |
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Chapter 3 "Hey, Did You Get That?": L2 Student Reading Across the Curriculum |
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93 | (20) |
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Chapter 4 Bridging the Gap between ESL Composition Programs and Disciplinary Writing: The Teaching and Learning of Summarization Skill |
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113 | (16) |
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Chapter 5 On Class, Race, and Dynamics of Privilege: Supporting Generation 1.5 Writers Across the Curriculum |
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129 | (22) |
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Chapter 6 Writing Intensively: An Examination of the Performance of L2 Writers Across the Curriculum at an Urban Community College |
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151 | (30) |
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Section II Faculty Concerns and Expectations for L2 Writers |
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181 | (146) |
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Chapter 7 Negotiating "Errors" in L2 Writing: Faculty Dispositions and Language Difference |
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183 | (28) |
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Chapter 8 "I don't know if that was the right thing to do": Cross-Disciplinary/Cross-Institutional Faculty Respond to L2 Writing |
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211 | (22) |
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Chapter 9 Let's See Where Your Chinese Students Come From: A Qualitative Descriptive Study of Writing in the Disciplines in China |
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233 | (24) |
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Chapter 10 English is Not a Spectator Sport: Privileged Second Language Learners and the For-Profit ESOL Classroom |
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257 | (12) |
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Chapter 11 Making Stance Explicit for Second Language Writers in the Disciplines: What Faculty Need to Know about the Language of Stance-taking |
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269 | (30) |
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Chapter 12 In Response to Today's "Felt Need": WAC, Faculty Development, and Second Language Writers |
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299 | (28) |
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Section III WAC Practices and Pedagogies Transformed |
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327 | (138) |
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Chapter 13 Developing Writing-Intensive Courses for a Globalized Curriculum through WAC-TESOL Collaborations |
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329 | (18) |
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Chapter 14 Graduate Writing Workshops: Crossing Languages and Disciplines |
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347 | (22) |
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Chapter 15 Teaching Writing in a Globally Networked Learning Environment (GNLE): Diverse Students at a Distance |
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369 | (18) |
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Chapter 16 Campus Internationalization: A Center-based Model for ESL-ready Programs |
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387 | (28) |
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Chapter 17 Reconstructing Teacher Roles through a Transnational Lens: Learning with/in the American University of Beirut |
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415 | (24) |
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Chapter 18 Writing Histories: Lingua Franca English in a Swedish Graduate Program |
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439 | (26) |
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| Afterword: Writing Globally, Right Here, Right Now |
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465 | (12) |
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| Notes on Editors and Contributors |
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477 | |
