JOURNAL OF SECOND LANGUAGE WRITING

The role of working memory in young second language learners’ written performances

Towards a quantitative model of understanding the dynamics of collaboration in collaborative writing

Re-writing the doctorate: New contexts, identities, and genres

The associations between working memory and the effects of four different types of written corrective feedback

Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors

Use of lexical features in non-native academic writing

Syntactic complexity development in the writings of EFL learners: Insights from a dependency syntactically-annotated corpus

Effects of intertextual processing on L2 integrated writing

Student perceptions of non-native English speaking tutors at a writing center in Japan

Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing

“So and so” says, states and argues: a corpus-assisted engagement analysis of reporting verbs

Citation as a social practice in a TESOL graduate program: A language socialization approach

Grammatical complexity: ‘What Does It Mean’ and ‘So What’ for L2 writing classrooms?

The lived experience of thesis writers in group writing conferences: The quest for “perfect” and “critical”

The underrepresented sibling of the Symposium on Second Language Writing—A report from Mainland China

The writing of Spanish majors: A longitudinal analysis of syntactic complexity

Developing L2 writing teachers’ pedagogical content knowledge of genre through the unfamiliar genre project

Standards of English in academic writing: The authors respond

Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity

Comparing the effect of collaborative and individual prewriting on EFL learners’ writing development

Transdisciplinary becoming as a gendered activity: A reflexive study of dissertation mentoring

Using intercultural rhetoric to examine translingual practices of postgraduate L2 writers of English

Exploring L2 writers’ source-text use in an integrated writing assessment