Here is the tentative schedule of sessions for SSLW 2014. The list is organized by time and room. If you are one of the presenters, please review the title of the session as well as the names and affiliations of the authors carefully and email us if you see any errors or omissions.

In preparation for your presentation, please review the information for presenters.

This schedule is almost final, pending minor corrections and adjustments. Request for schedule change cannot be honored unless you are scheduled for more than one session at the same time.

Second Language Writing Institute

Ticketed Event. Thursday, November 13, 2014, 8:30-10:30, Graham
Success on the Job Market: Demystifying the Process

Cristyn Elder, University of New Mexico, United States

Ticketed Event. Thursday, November 13, 2014, 8:30-10:30, Gold
Designing and Sustaining a Satisfying and Successful Research Program in Second Language Writing

Dana Ferris, University of California, Davis, United States

Ticketed Event. Thursday, November 13, 2014, 8:30-10:30, Santa Cruz
Making Your Presentation Striking

Paul Kei Matsuda, Arizona State University, United States

Ticketed Event. Thursday, November 13, 2014, 8:30-10:30, Gila
Writing Program Administration and ESL Writers

Susan Miller-Cochran, North Carolina State University, United States

Ticketed Event. Thursday, November 13, 2014, 8:30-10:30, Yuma
Writing Program Administrator as a Consultant

Shirley Rose, Arizona State University, United States

Ticketed Event. Thursday, November 13, 2014, 8:30-10:30, Turquoise
An Introduction to Writing in Academic Journals: How to Get Published

Christopher Tancock, Elsevier, United Kingdom

Symposium on Second Language Writing

Thursday, November 13, 2014, 10:45-11:00, Arizona
Opening Ceremony

Plenary I. Thursday, November 13, 2014, 11:00-12:00, Arizona
Plenary: Reflections of a Post-Mid-Career L2 Writing Professional on the Ever-Increasing Challenges of Working at a Large Public Research University in the United States: Facing the Specter of Deprofessionalization

Tony Silva, Purdue University, United States

Meeting. Thursday, November 13, 2014, 12:00-1:45, Gold
Open Meeting: Consortium on Graduate Communication
Chair: Nigel Caplan, University of Delaware, United States
Chair: Michelle Cox, Cornell University, United States

A.1.C Thursday, November 13, 2014, 13:45-15:15, Arizona
Invited Colloquium: The Future of Graduate Writing Research, Pedagogy, and Program Design
Chair: Steve Simpson, New Mexico Tech, United States

Terry Zawacki, George Mason University, United States
Paul Rogers, George Mason University, United States
Anna Habib, George Mason University, United States
Karyn Mallett, George Mason University, United States
Jennifer Haan, University of Dayton, United States
Talinn Phillips, Ohio University, United States
Nigel Caplan, University of Delaware, United States
Michelle Cox, Cornell University, United States

A.2.C Thursday, November 13, 2014, 13:45-15:15, Turquoise
Invited Colloquium: L2 Writing Across Diverse CALL Contexts
Chair: Bryan Smith, Arizona State University, United States

Idoia Elola, Texas Tech University, United States
Ana Oskoz, University of Maryland Baltimore County, United States
Jeff Kuhn, Ohio University, United States
Bryan Smith, Arizona State University, United States

A.3.1 Thursday, November 13, 2014, 13:45-14:10, Gila
"Plain English" and the YMCA Technical Writing Classroom: Recovering Pre-Professional Moments in SLW

Lance Cummings, University of North Carolina Wilmington, United States

A.3.2 Thursday, November 13, 2014, 14:10-14:35, Gila
Writing Across Communities: Service Learning Composition for University L2 Writers

Bonnie Vidrine, University of Washington, United States
Norah Fahim, University of Washington, United States
Dan Zhu, University of Washington, United States

A.3.3 Thursday, November 13, 2014, 14:35-15:00, Gila
Developing Early Leadership for Writing Teachers: Examples from "Head" Teaching assistants (TAs) of Advanced EAP Writing

Lynee Lawson, University of Illinois at Urbana-Champaign, United States

A.4.1 Thursday, November 13, 2014, 13:45-14:10, Graham
Applying the Lexical Approach to One-on-One Writing Instruction

Leora Freedman, University of Toronto, Canada
Rebecca Smollett, OCAD University, Canada

A.4.2 Thursday, November 13, 2014, 14:10-14:35, Graham
L1 and L2 Vocabulary Use in Freshman Writing

Muhammad Qureshi, Northern Arizona University, United States

A.4.3 Thursday, November 13, 2014, 14:35-15:00, Graham
Language Use in Third Language Writing: A Case Study of Six Multilingual College Students

Nadya Tanova, University of Dayton, United States

A.5.1 Thursday, November 13, 2014, 13:45-14:10, Yuma
Corrective Feedback Embedded in a Writing Conference: How Graduated and How Contingent Is It to L2 Learners' Need?

Ye Han, The University of Hong Kong, Hong Kong

A.5.2 Thursday, November 13, 2014, 14:10-14:35, Yuma
A Methodological Synthesis of Research on the Effectiveness of Corrective Feedback in L2 Writing

Qiandi Liu, Northern Arizona University, United States
Dan Brown, Northern Arizona University, United States

A.5.3 Thursday, November 13, 2014, 14:35-15:00, Yuma
Dynamic Written Corrective Feedback: Its Past, Present, and Future

Kendon Kurzer, University of California, Davis, United States
Grant Eckstein, University of California, Davis, United States

A.6.1 Thursday, November 13, 2014, 13:45-14:10, Pinal
Comparing Goals of L1 and L2 College Writers: A Survey Study of First-Year Composition Students

Kyongson Park, Purdue University, United States

A.6.3 Thursday, November 13, 2014, 14:35-15:00, Pinal
ESL Composition Instruction: Redress Its Balance

Ling He, Miami University, United States

A.7.1 Thursday, November 13, 2014, 13:45-14:10, Santa Cruz
The Cultural Impact on Academic Writing in Korean Universities

Jiyon Lee, Yonsei University, Korea
Inyoung Kim, Yonsei University, Korea
Hyejin Hwang, Yonsei University, Korea

A.7.2 Thursday, November 13, 2014, 14:10-14:35, Santa Cruz
The Usage of Lexical Bundles in Korean Learner Corpus (YELC): Directing the Next Step to Korean EFL Writing Class

Jungyeon Koo, Seoul National University, Korea
Bitna Choi, Seoul National University, Korea

A.7.3 Thursday, November 13, 2014, 14:35-15:00, Santa Cruz
Developing Indigenous Second Language Writing Programs in Korean Higher Education

Minsun Kim, Miami University, United States

A.8.1 Thursday, November 13, 2014, 13:45-14:10, Yavapai
Writer's Block and Writing Apprehension in EFL Academic Writing in China

Jin Bi, The University of Utah, United States
Xiaoqing Qin, Central China Normal University, China

A.8.2 Thursday, November 13, 2014, 14:10-14:35, Yavapai
Are They Still "Anxious?" A Pilot Study of Treatment for Second Language Writing Anxiety of EFL College Students

Taimin Tammy Wu, Arizona State University, United States
Karen C. C. Chang, National Taipei University, Taiwan

A.8.3 Thursday, November 13, 2014, 14:35-15:00, Yavapai
Linguistic Agency and Ability in Large-Scale Writing Assessment Rubrics and Band Descriptors

Salena Anderson, Valparaiso University, United States

A.9.1 Thursday, November 13, 2014, 13:45-14:10, Gold
The Firsts of Second Language Writing: An Argument for Disciplinarity

Terese Thonus, University of Kansas, United States

A.9.2 Thursday, November 13, 2014, 14:10-14:35, Gold
Beyond Generalizability: What Do We Know about Case Studies in the Field of SLW and What Can We Learn from Them?

Ghada Gherwash, Purdue University, United States

A.9.3 Thursday, November 13, 2014, 14:35-15:00, Gold
The Grass Is Greener: Comparing L2 Writing Research as a Discipline in the U.S. and China

Ju Zhan, Jilin University, China

A.10.1 Thursday, November 13, 2014, 13:45-14:10, Copper
Professionalizing L2 Creative Writing Pedagogy: M.A. TESOL Students' Perceptions on Their English Writing Experiences

Fang Yu Liao, Indiana University of Pennsylvania, United States

A.10.2 Thursday, November 13, 2014, 14:10-14:35, Copper
Code-Meshing and Self-Discovery: Bilingual Poetry in the Composition Course

Ana Maria Wetzl, Kent State University Trumbull, United States

A.10.3 Thursday, November 13, 2014, 14:35-15:00, Copper
Journalogue: Voicing L2 Student Challenges in Writing

Suneeta Thomas, Purdue University, United States

A.11.1 Thursday, November 13, 2014, 13:45-14:10, Chrysocolla
Imagined Voice in Academic Writing: Conceptualization and Construction of Voice by Multilingual Graduate Writers in a Writing Course

Eunjeong Lee, Penn State University, United States

A.11.2 Thursday, November 13, 2014, 14:10-14:35, Chrysocolla
Helping L2 Students Find Their Writers' Voice: From Student Newsletter Conceptualization to Production to Distribution

Cyndriel Meimban, Northern Arizona University, Program in Intensive English, United States

A.11.3 Thursday, November 13, 2014, 14:35-15:00, Chrysocolla
Cultivating Voice in the Academic Writing of Japanese University Students: A Case for Employing Literature Studies in the Writing Classroom

Gary Fogal, Ontario Institute for Studies in Education, University of Toronto, Canada

A.12.2 Thursday, November 13, 2014, 14:10-14:35, Plata
Indirectness Trends Across Three Rhetorical Patterns in English Writing of Costa Rican EFL Learners

Randolph Zúñiga Coudin, Universidad de Costa Rica, Costa Rica
José Miguel Vargas Vásquez, Universidad de Costa Rica, Costa Rica

A.12.3 Thursday, November 13, 2014, 14:35-15:00, Plata
Contrasting Thai Versus English Written Discourse Styles of Thai-English Bilinguals

Jet Saengngoen, University of New Mexico, United States

B.1.C Thursday, November 13, 2014, 15:30-17:00, Arizona
Invited Colloquium: Collaborative L2 Writing in Social Media Environments: Student Interactions and Pedagogical Insights

Mimi Li, Marshall University, United States
Neomy Storch, University of Melbourne, Australia
Amir Rouhshad, University of Melbourne, Australia
Greg Kessler, Ohio University, United States

B.2.1 Thursday, November 13, 2014, 15:30-15:55, Turquoise
A Dialogic Conversation or a Uni-Directional Monologue Between Supervisor and Student: The Relationship between Feedback Content, Pragmatic Realization and Co-constructed Understandings

John Bitchener, AUT University, New Zealand

B.2.2 Thursday, November 13, 2014, 15:55-16:20, Turquoise
Assessing the Impact of Teacher Feedback on Accuracy in the Writing of EFL Learners: A Longitudinal Study

Ali Rastgou, The University of Melbourne, Australia

B.2.3 Thursday, November 13, 2014, 16:20-16:45, Turquoise
Different Modes of Teacher Feedback: Types and Nature, Students' Responses and Contextual Issues

Yun Shen, The Language Company, United States
Diane Potts, Lancaster University, United Kingdom

B.3.1 Thursday, November 13, 2014, 15:30-15:55, Gila
Tracing Identity Changes In Disciplinary Genre Learning: A Case Study of L2 Undergraduate Students

Soomin Jwa, University of Arizona, United States

B.3.2 Thursday, November 13, 2014, 15:55-16:20, Gila
What Are Writing Difficulties?

Nancy Tarawhiti, Brigham Young University Hawaii, United States

B.3.3 Thursday, November 13, 2014, 16:20-16:45, Gila
Complex Personal Letter-Writing in Advanced Collegiate FL Instruction

Cori Crane, University of Texas at Austin, United States

B.4.1 Thursday, November 13, 2014, 15:30-15:55, Graham
English Teacher's Cognition and Writing Practices: A Case Study of A Korean University EFL Teacher

Ji Yeon Kim, Indiana University, Bloomington, United States

B.4.2 Thursday, November 13, 2014, 15:55-16:20, Graham
Tutoring One's Way to L2 Writing Teacher Cognition

Diane Belcher, Georgia State University, United States
Hae Sung Yang, Georgia State University, United States

B.4.3 Thursday, November 13, 2014, 16:20-16:45, Graham
Understanding the Knowledge Bases of L2 Writing Teachers in FYC

Juval V. Racelis, Arizona State University, United States

B.5.1 Thursday, November 13, 2014, 15:30-15:55, Yuma
Before the Dissertation Writing Begins: Tips for L2 Doctoral Students

Christine Pearson Casanave, Temple University, Japan Campus, United States

B.5.2 Thursday, November 13, 2014, 15:55-16:20, Yuma
Perceptions of Multilingual Students in a Graduate L2 Writing Course

Katherine Daily O'Meara, Arizona State University, United States

B.5.3 Thursday, November 13, 2014, 16:20-16:45, Yuma
Multilingual Graduate Students Attitudes Towards Writing Practices and Support

Nicole Khoury, Saint Xavier University, United States

B.6.1 Thursday, November 13, 2014, 15:30-15:55, Pinal
An Alternative Approach for Understanding Second Language Texts: Prototype Effects in L2 Writing

Song-Eun Lee, Purdue University, United States

B.6.2 Thursday, November 13, 2014, 15:55-16:20, Pinal
The Effects of Instruction Based on Conceptual Metaphor Theory on EFL Students' Writing Performance

Amanda Hilliard, Arizona State University, American English and Culture Program, United States

B.6.3 Thursday, November 13, 2014, 16:20-16:45, Pinal
A Cross-Disciplinary Interaction: Embrace a TESOL Perspective in Composition

Dan Zhu, University of Washington, United States
Norah Fahim, University of Washington, United States
Bonnie Vidrine, University of Washington, United States

B.7.1 Thursday, November 13, 2014, 15:30-15:55, Santa Cruz
Learn and Grow as a Writing Teacher

Yanan Fan, San Francisco State University, United States

B.7.2 Thursday, November 13, 2014, 15:55-16:20, Santa Cruz
Embracing Complexity: In-House Training for Teaching L2 Academic Writing

Maria Zlateva, Boston University, United States

B.7.3 Thursday, November 13, 2014, 16:20-16:45, Santa Cruz
Professionalizing Teaching Practicums Through Digital Collaboration

R. Scott Partridge, Purdue University, United States
Heejung Kwon, Purdue University, United States

B.8.W Thursday, November 13, 2014, 15:30-16:45, Yavapai
Workshop: Maximizing the Benefits of Prewriting: An Example from College Level ESL Research Papers

Jin Kim, University of Illinois at Urbana-Champaign, United States
Lynee Lawson, University of Illinois at Urbana-Champaign, United States
Cassandra Rosado, University of Illinois at Urbana-Champaign, United States

B.9.F Thursday, November 13, 2014, 15:30-16:45, Gold
Featured Session: Developing Professionalism in Teaching Reading and Writing in EFL Contexts

Yichun Liu, National Chengchi University, Taiwan

B.10.1 Thursday, November 13, 2014, 15:30-15:55, Copper
An Investigation of Correlation Between Instructors' Background and L2W Teaching in the EFL Context of Bangladesh

Mohammad Shamsuzzaman, University of Canterbury, New Zealand
John Everatt, University of Canterbury, New Zealand
Brigid McNeill, University of Canterbury, New Zealand

B.10.2 Thursday, November 13, 2014, 15:55-16:20, Copper
Effectively Enhancing EFL Learners' Writing Through Extensive Reading

Aaron David Mermelstein, Ming Chuan University, Taiwan

B.11.1 Thursday, November 13, 2014, 15:30-15:55, Chrysocolla
Expressing Emotions in L2 Writing

Youngwha Lee, Arizona State University, United States

B.11.2 Thursday, November 13, 2014, 15:55-16:20, Chrysocolla
Effects of Model-Text Analysis on Genre Writing Abilities

Aran Choi, University of Hawaii at Manoa, Korea
Pamela Stacey, University of Hawaii at Manoa, United States

B.11.3 Thursday, November 13, 2014, 16:20-16:45, Chrysocolla
Towards a More Integrative Approach to Genre Research

Soo Hyon Kim, University of New Hampshire, United States

B.12.1 Thursday, November 13, 2014, 15:30-15:55, Plata
When the First Language Can't Be Written: Resources and Strategies for Working with Speakers of American Sign Language in Composition and Basic Writing Classes

Sarah-Hope Parmeter, University of California, Santa Cruz, United States

B.12.2 Thursday, November 13, 2014, 15:55-16:20, Plata
Development of Writing in the Content Area Survey for Teachers of the Deaf

Kimberly Wolbers, University of Tennessee, United States
Hannah Dostal, University of Connecticut, United States
Rachel Saulsburry, University of Tennessee, United States
Shana Ward, University of Tennessee, United States

Plenary II. Thursday, November 13, 2014, 17:15-18:15, Arizona
Plenary: Outcomes, Frameworks, Principles and Practices: Reading WPA and CCCC Position Statements through a SLW Lens

Susan Miller-Cochran, North Carolina State University, United States

Reception. Thursday, November 13, 2014, 18:15-20:00, Engrained
Opening Reception

C.1.C Friday, November 14, 2014, 9:00-10:30, Arizona
Invited Colloquium: Exploring the Professional Pathways of Early-Career L2 Writing Specialists
Chair: Tanita Saenkhum, University of Tennesse, Knoxville, United States

Tanita Saenkhum, University of Tennesse, Knoxville, United States
Pisarn Bee Chamcharatsri, University of New Mexico, United States
Soo Hyon Kim, University of New Hampshire, United States
Atsushi Iida, Gunma University, Japan
Todd Ruecker, University of New Mexico, United States
Discussant, Christine Tardy, University of Arizona, United States

C.2.1 Friday, November 14, 2014, 9:00-9:25, Turquoise
L1 vs. L2 Written Peer Feedback Effects on L2 English Essay Composition

Clay Williams, Akita International University, Japan

C.2.2 Friday, November 14, 2014, 9:25-9:50, Turquoise
Acquiring and Retaining Detecting and Commenting Skills Through Peer Review Training: Effects of Observation and Feedback

Hui-Tzu Min, National Cheng Kung University, Taiwan
Yi-Min Chiu, National Cheng Kung University, Taiwan

C.2.3 Friday, November 14, 2014, 9:50-10:15, Turquoise
Self- and Peer-Assessment in Second Language Writing: Students' Perspective

Sandra Zappa, The University of British Columbia, Canada
Ismaeil Fazel, The University of British Columbia, Canada

C.3.W Friday, November 14, 2014, 9:00-10:15, Gila
Workshop: Measuring Journal and Research Prestige

Christopher Tancock, Elsevier, United Kingdom

C.4.1 Friday, November 14, 2014, 9:00-9:25, Graham
The Impact of Composing Short Books in an EAP Writing Class on the Students' Perceived Writing Abilities and Attitudes to Writing in English

Maria Houston, Indiana University of Pennsylvania, United States

C.4.2 Friday, November 14, 2014, 9:25-9:50, Graham
Professionalizing Writing Instruction in English for Academic Purposes Classes

Dinorah Sapp, University of Mississippi, United States

C.4.3 Friday, November 14, 2014, 9:50-10:15, Graham
Disciplinary Writing Differences, Expectations, and Challenges for Undergraduate L2 Writers

Norman Evans, Brigham Young University, United States
James Hartshorn, Brigham Young University, United States

C.5.1 Friday, November 14, 2014, 9:00-9:25, Yuma
Use of Moves and Intertextual Connections to Understand How L2 Writers Construct Professional Identities at Web Seminars

Tuba Angay-Crowder, Georgia State University, United States
Peggy Albers, Georgia State University, United States

C.5.2 Friday, November 14, 2014, 9:25-9:50, Yuma
Blogging in the EAP Composition Classroom: Embracing the 21st Century Two Decades In

Susan Bleyle, Georgia Gwinnett College, United States

C.5.3 Friday, November 14, 2014, 9:50-10:15, Yuma
Examining the Role of Online Machine Translators in the Writing Processes of College-Level L2 Writers

Nick Halsey, University of Arizona, United States

C.6.1 Friday, November 14, 2014, 9:00-9:25, Pinal
Writing Conferences as Mediated Worlds for Academic Writing

Juhyun Do, The Ohio State University, United States

C.6.2 Friday, November 14, 2014, 9:25-9:50, Pinal
Instructor Commentary on L1 and L2 First-Year Writing: Similarities and Differences

Jennifer Slinkard, University of Arizona, United States

C.6.3 Friday, November 14, 2014, 9:50-10:15, Pinal
Engaging Students in a Reflective Dialogue About Their Writing

Elena Shvidko, Purdue University,

C.7.1 Friday, November 14, 2014, 9:00-9:25, Santa Cruz
Exploring the Interaction Among Contextual, Student, and Teacher Variables Influencing ESL Undergraduate Students' Writing Tutorial Based Revision

Heon Jeon, The Ohio State University, United States

C.7.2 Friday, November 14, 2014, 9:25-9:50, Santa Cruz
Writing Center Tutors Working with L2 Writers: Challenges and Opportunities for Professional Development

Hee-Seung Kang, Case Western Reserve University, United States

C.7.3 Friday, November 14, 2014, 9:50-10:15, Santa Cruz
"At-Risk" College Writers and Evolution of an Athletics Writing Center

Pamela Stacey, University of Hawaii at Manoa, United States

C.8.W Friday, November 14, 2014, 9:00-10:15, Yavapai
Workshop: Writing Comic Strips to Teach False Cognates to Young Brazilian L2 Learners of Spanish

Eduardo Vila López, Kroton Educacional, Brazil

C.9.1 Friday, November 14, 2014, 9:00-9:25, Gold
A Longitudinal Study of Written Language Development in Two Genres

Charlene Polio, Michigan State University, United States
Hyung-Jo Yoon, Michigan State Universtiy, United States

C.9.3 Friday, November 14, 2014, 9:50-10:15, Gold
Multilingual Writers, Comp, and Grammar: Grammar Contracts in the First-Year Composition Classroom

Ryan P. Shepherd, Arizona State University, United States
Katherine Daily O'Meara, Arizona State University, United States
Sarah Elizabeth Snyder, Arizona State University, United States

C.10.1 Friday, November 14, 2014, 9:00-9:25, Copper
A Cross-Sectional Study of Writing Development of Second Language Learners of Japanese (Tertiary Level) in Australia

Yuka Kikuchi, The University of Melbourne, Australia
Neomy Storch, The University of Melbourne, Australia
Ute Knoch, The University of Melbourne, Australia

C.10.2 Friday, November 14, 2014, 9:25-9:50, Copper
Narratives Among Heritage and Foreign Language Learners: A Sociocultural Inside of the Writing Process

Laura Valentin-Rivera, Texas Tech University, United States

C.10.3 Friday, November 14, 2014, 9:50-10:15, Copper
Undergraduate Academic Writing Across Languages: A Sociocultural Study

Alessia Valfredini, Fordham University, United States

C.11.2 Friday, November 14, 2014, 9:25-9:50, Chrysocolla
Examining an Alternative Way of Providing Corrective Feedback to EFL Writers

Karen C. C. Chang, National Taipei University, Taiwan

C.11.3 Friday, November 14, 2014, 9:50-10:15, Chrysocolla
Learners' Processing of Two Different Types of Written Feedback on Academic L2 Writing

Ha Ram Kim, University of Illinois at Urbana-Champaign, United States

C.12.1 Friday, November 14, 2014, 9:00-9:25, Plata
Making the Game Plan: A Study of Multilingual Writers' Genre and Audience Perceptions During the Planning Stage of the Writing Process

Mary Ellis Glymph, University of Tennessee, Knoxville, United States

C.12.2 Friday, November 14, 2014, 9:25-9:50, Plata
Developing Writing Processes: Beyond the Writing Classroom

Kara Reed, University of Arizona, United States

C.12.3 Friday, November 14, 2014, 9:50-10:15, Plata
Online Intercultural Collaboration: Insights into the Writing Process

Hsin-I Chen, Tunghai University, Taiwan
Kara Reed, University of Arizona, United States

Plenary III. Friday, November 14, 2014, 10:45-11:45, Arizona
Pedagogical Imports of Western Practices for Professionalizing Second Language Writing and Writing Teacher Education

Lawrence Jun Zhang, University of Auckland, New Zealand

Meeting. Friday, November 14, 2014, 11:45-13:30, Copper
Closed Meeting: JSLW Editorial Board Meeting

Christopher Tancock, Elsevier, United Kingdom

D.1.C Friday, November 14, 2014, 13:30-15:00, Arizona
Invited Colloquium: L2 Writing in K-12 Contexts
Chair: Luciana de Oliveira, Columbia University, United States

Luciana de Oliveira, Columbia University, United States
María Estela Brisk, Boston College, United States
Christina Ortmeier-Hooper, University of New Hampshire, United States
Ditlev Larsen, Winona State University, United States

D.2.C Friday, November 14, 2014, 13:30-15:00, Turquoise
Invited Colloquium: European Perspectives on Professionalising L2 Writing
Chair: Bojana Petrić, University of Essex, United Kingdom

Bojana Petrić, University of Essex, United Kingdom
Diane Schmitt, Nottingham Trent University, United Kingdom
Łukasz Salski, University of Łódź, Poland
Bojana Petrić, University of Essex, United Kingdom

D.3.1 Friday, November 14, 2014, 13:30-13:55, Gila
Professionalizing the Training of Raters of Second Language Writing: Who, Why, and How?

Mark Chapman, CaMLA, United Kingdom
Heather Elliott, CaMLA, United States
Ummehaany Jameel, CaMLA, United States

D.3.2 Friday, November 14, 2014, 13:55-14:20, Gila
How Rubrics and Collaboration Can Facilitate Grading

Karen Barto, Center for English as a Second Language, The University of Arizona, United States
Marlena Goodsitt, Center for English as a Second Language, The University of Arizona, United States
Nadia Moraglio, Center for English as a Second Language, The University of Arizona, United States

D.3.3 Friday, November 14, 2014, 14:20-14:45, Gila
Going Digital: Professionalizing Web Portfolio Assessments Through Rubrics

Heejung Kwon, Purdue University, United States
Song-Eun Lee, Purdue University, United States

D.4.1 Friday, November 14, 2014, 13:30-13:55, Graham
Computer-Mediated Synchronous and Asynchronous Direct Corrective Feedback on Writing: A Case Study of Two L2 Writers

Natsuko Shintani, University of Auckland, New Zealand

D.4.2 Friday, November 14, 2014, 13:55-14:20, Graham
Introducing Undergraduate Students to Word Engine and Peer Review of Writing: An Assessment for Learning Perspective

Yin Ling Cheung, Nanyang Technological University, Singapore

D.4.3 Friday, November 14, 2014, 14:20-14:45, Graham
Second Language Writing MOOCs: Affordances and Missed Opportunities

Betsy Gilliland, University of Hawaii at Manoa, United States
Ai Oyama, University of Hawaii at Manoa, United States
Pamela Stacey, University of at Hawaii at Manoa, United States

D.5.2 Friday, November 14, 2014, 13:55-14:20, Yuma
Departmental Academic Support for International Doctoral Students

Yoo Young Ahn, Indiana University Bloomington, United States

D.5.3 Friday, November 14, 2014, 14:20-14:45, Yuma
Concept Mapping to Gather Student-Generated Evidence of Reflection and Conceptual Development in a Graduate Writing Course

Rosemary Wette, University of Auckland, New Zealand

D.6.1 Friday, November 14, 2014, 13:30-13:55, Pinal
Vague Noun Usage in L2 Emergent Academic Writing

Terry Ontiveros, University of Texas at El Paso, United States

D.6.2 Friday, November 14, 2014, 13:55-14:20, Pinal
"From My Own Point of View, and Standing at Your Place": Chinese and Non-Chinese English Teachers' Judgments of Lexical and Grammatical Variation in Academic Writing

Joel Heng Hartse, University of British Columbia, Canada

D.6.3 Friday, November 14, 2014, 14:20-14:45, Pinal
Investigating the Relationship Between Second Language Writing Proficiency and Noun Modification

Ge Lan, Northern Arizona University, United States

D.7.W Friday, November 14, 2014, 13:30-14:45, Santa Cruz
Workshop: Advancing Knowledge of L1 Arabic ESL Students' Language Repertoires and the Impacts on Instruction and Feedback in an Intensive English Program

Stephen Kopec, University of Pennsylvania, English Language Programs, United States

D.8.1 Friday, November 14, 2014, 13:30-13:55, Yavapai
English Writing Instruction in College Level in Algeria

Ibtissem Belmihoub, North Dakota State University, United States

D.8.3 Friday, November 14, 2014, 14:20-14:45, Yavapai
Exploring Local Conditions that Affect L2 Writing Instruction in Korean Secondary School Contexts

Hae Sung Yang, Georgia State University, United States

D.9.1 Friday, November 14, 2014, 13:30-13:55, Gold
Individual Differences and Written Corrective Feedback: Exploring the Differential Effects of Direct and Indirect CF on Students' Writing Development

Li Yingying, The University of Hong Kong, Hong Kong

D.9.2 Friday, November 14, 2014, 13:55-14:20, Gold
Exploring Student Engagement with Written Corrective Feedback in First-Year Composition Courses

Izabela Uscinski, Arizona State University, United States

D.9.3 Friday, November 14, 2014, 14:20-14:45, Gold
"Revising" L2 Feedback and Revision Research: Looking to the Future

Lynn Goldstein, The Monterey Institute of International Studies, United States

D.10.1 Friday, November 14, 2014, 13:30-13:55, Copper
Multilingual Students' Use of Their Linguistic Repertoires When Writing in a Non-Native Language

Tina Gunnarsson, Lund University, Sweden
Marie Källkvist, Lund University, Sweden

D.10.2 Friday, November 14, 2014, 13:55-14:20, Copper
A Discourse Analysis: On the Study of Interaction Between Identity Capital and World Language Writing Systems

I Ju Tu, University of Wisconsin-Madison, United States

D.10.3 Friday, November 14, 2014, 14:20-14:45, Copper
Roles of Translingualism and Transactionalism in Second Language Writing: Deconstructing the Conventional Notion of Standard Academic English

Gul Nahar, University of Oklahoma, United States

D.11.1 Friday, November 14, 2014, 13:30-13:55, Chrysocolla
Perceptions on Teacher Feedback: A Comparison Between L1 and L2 Student Writers

Suthathip Thirakunkovit, Purdue University, United States
Tyler Carter, Purdue University, United States

D.11.2 Friday, November 14, 2014, 13:55-14:20, Chrysocolla
Assessing the Placement of L2 Writers: An Institutional Case Study of Student Perceptions.

Kendra Slayton, University of Tennessee, Knoxville, United States

D.11.3 Friday, November 14, 2014, 14:20-14:45, Chrysocolla
Reexamining Perception of L2 Writing

Yuching Yang, Arizona State University, United States

D.12.1 Friday, November 14, 2014, 13:30-13:55, Plata
Examining Preparation of Mainstream Composition Teachers Working with Multilingual Writers

Elena Shvidko, Purdue University, United States

D.12.2 Friday, November 14, 2014, 13:55-14:20, Plata
Taking a Stance: Normalizing L2 Needs in Mainstream Composition Classes

Norah Fahim, University of Washington, United States

D.12.3 Friday, November 14, 2014, 14:20-14:45, Plata
Narrative Analysis of a Multilingual Writer's L2 Writing Experience

Junghwa Kim, Arizona State University, United States

E.1.C Friday, November 14, 2014, 15:15-16:45, Arizona
Invited Colloquium: L2 Writing in Non-English L2s
Chair: Melinda Reichelt, University of Toledo, United States

Yukiko Hatasa, Hiroshima University, Japan
Marcela Ruiz-Funes, Georgia Southern University, United States
Nur Yigitoglu, Middle East Technical University Northern Cyprus Campus, Turkey
Melinda Reichelt, University of Toledo, United States

E.2.C Friday, November 14, 2014, 15:15-16:45, Turquoise
Invited Colloquium: Teaching of EFL Writing in the Chinese Higher Educational Institutions: Curriculum, Textbook, Instruction, and Assessment
Chair: WANG Junju, Shandong University, China

WANG Ying, Shandong University, China
ZHANG Cong, Purdue University, USA
SHAO Chunyan, Shandong University, China
WANG Junju, Shandong University, China

E.3.W Friday, November 14, 2014, 15:15-16:30, Gila
Workshop: How to Review a Paper

Christopher Tancock, Elsevier, United States

E.4.1 Friday, November 14, 2014, 15:15-15:40, Graham
"My (Non-Native) Teacher Is My Inspiration": A Case Study of L2 Writing Teachers' Awareness of Students' Needs & Practices

Lee Jung Huang, Purdue University, United States

E.4.2 Friday, November 14, 2014, 15:40-16:05, Graham
(Re)Locating Second Language Writing in English Studies Programs: Research Imaginations of Emerging Scholars

Lisya Seloni, Illinois State University, United States

E.4.3 Friday, November 14, 2014, 16:05-16:30, Graham
Teaching Writing in a Second Language: The Experiences of NNES Instructors in Composition Programs

Mariya Tseptsura, University of New Mexico, United States
Stefan Frazier, San Jose State University, United States
Todd Ruecker, University of New Mexico, United States

E.5.1 Friday, November 14, 2014, 15:15-15:40, Yuma
Examining Second Language Writing Development over Time: A Case Study of a Frequent User of Writing Center Online Tutoring

Carol Severino, University of Iowa, United States
Shih-Ni Sun Prim, University of Iowa, United States

E.5.2 Friday, November 14, 2014, 15:40-16:05, Yuma
Multiple Applications of "We Don't Proofread Your Paper": An Examination into the Educational Transfer of Writing Centers in Japan

Tomoyo Okuda, University of British Columbia, Canada

E.5.3 Friday, November 14, 2014, 16:05-16:30, Yuma
Encouraging OWLs to Grow: An Examination of Content Development Best Practices

Joshua Paiz, Purdue University, United States

E.6.1 Friday, November 14, 2014, 15:15-15:40, Pinal
Bridging the Home-School Literacies of ELLs: Toward Positive Change in Teacher Education

Sarah Henderson Lee, Minnesota State University, Mankato, United States

E.6.2 Friday, November 14, 2014, 15:40-16:05, Pinal
A Multiple-Case Study of EL Adolescents' Successful Socialization into the Written Discourse in Science

Fang Yu, University at Albany, United States
Kristen Wilcox, University at Albany, United States

E.6.3 Friday, November 14, 2014, 16:05-16:30, Pinal
Engaging Multilingual Adolescents' in Disciplinary Writing: Issues, Theory, and Research

Kristen Wilcox, University at Albany, United States
Jill Jeffery, CUNY-Brooklyn, United States

E.7.1 Friday, November 14, 2014, 15:15-15:40, Santa Cruz
Attitudes of Native and Non-Native English Speaking Students in Freshman Composition Towards Academic Writing and Writing in General

Mariam Alamyar, Purdue University, United States

E.7.2 Friday, November 14, 2014, 15:40-16:05, Santa Cruz
ESL Composition Student Participation in a Mainstream Composition Course

Tony Cimasko, Miami University, United States

E.7.3 Friday, November 14, 2014, 16:05-16:30, Santa Cruz
Curriculum Shift: Promoting Content-Based Instruction in Second-Language College Composition Courses

Patricia Kilroe, Western New Mexico University, United States

E.8.1 Friday, November 14, 2014, 15:15-15:40, Yavapai
A Dynamic Usage-Based Approach to Korean EFL Students' Writing: A Corpus-Based Study

Jongbong Lee, Georgetown University, United States

E.8.2 Friday, November 14, 2014, 15:40-16:05, Yavapai
Reformulation in Second Language Writing: A Learner Corpus-Based Investigation

Alfredo Urzua, San Diego State University, United States

E.8.3 Friday, November 14, 2014, 16:05-16:30, Yavapai
The Contribution of Collocation Tools to Collocation Production in L2 Writing

Ulugbek Nurmukhamedov, Northern Arizona University, United States

E.9.1 Friday, November 14, 2014, 15:15-15:40, Gold
The State of L2 Graduate Student Writing Support

Nigel Caplan, University of Delaware, United States
Michelle Cox, Cornell University, United States

E.9.2 Friday, November 14, 2014, 15:40-16:05, Gold
Feedback Network and Multidirectionality of Second Language Socialization: Academic Writing Development in Graduate Education

Kyung Min Kim, Indiana University of Pennsylvania, United States

E.9.3 Friday, November 14, 2014, 16:05-16:30, Gold
"My Writing Sounds Unnatural!": Addressing International Graduate Students' Concerns About Academic Writing

Hyojung Keira Park, Purdue University, United States
Suneeta Thomas, Purdue University, United States

E.10.1 Friday, November 14, 2014, 15:15-15:40, Copper
Building a Support System for English Language Learners at a Career College

Diane Sperger, Goodwin College, United States
John Kania, Ed.D., Goodwin College, United States

E.10.2 Friday, November 14, 2014, 15:40-16:05, Copper
On the Fringe and in the Thick of It: Inhabiting Whitchurch's Third Space as SLW Professionals

Lisa Russell-Pinson, University of North Carolina at Charlotte, United States
Susan Barone, Vanderbilt University, United States

E.10.3 Friday, November 14, 2014, 16:05-16:30, Copper
Who Will Read Your Textbook: A Need for a New Audience Analysis

Matthew Duncan, Wasatch Academy, United States

E.11.1 Friday, November 14, 2014, 15:15-15:40, Chrysocolla
What Ever Happened to Post-Process in Second Language Writing?

Kyle McIntosh, University of Tampa, United States

E.11.2 Friday, November 14, 2014, 15:40-16:05, Chrysocolla
Visualization of Focuses in Second Language Writing Research

Jinfen Xu, Huazhong University of Science and Technology, China
Rui Nie, HuazhongUniversity of Science and Technology, China

E.11.3 Friday, November 14, 2014, 16:05-16:30, Chrysocolla
Emergence and Professionalization of Second Language Writing: Publications in Web of Science

Beril T. Arik, Purdue University, United States
Engin Arik, Dogus University, Turkey

E.12.1 Friday, November 14, 2014, 15:15-15:40, Plata
Fostering L2 Academic Writing Through Digital Literacy: Professionalizing ESL Composition in the Digital Era

M. Sidury Christiansen, University of Texas at San Antonio, United States

E.12.2 Friday, November 14, 2014, 15:40-16:05, Plata
Connecting Learners to a Global Audience: Teaching Writing Through Blogging & Quadblogging

Jennifer Borgen, INTO Oregon State University, United States
Elena Pipenko, INTO Oregon State University, United States

E.12.3 Friday, November 14, 2014, 16:05-16:30, Plata
Use of Digital Media: Toward Competent Knowledge Providers in Online Community as ESL Writers

Jungmin Lee, The Ohio State University, United States

Plenary IV. Friday, November 14, 2014, 17:00-18:00, Arizona
Plenary: Doctoral Studies as Professional Development in Second Language Writing

Dwight Atkinson, Purdue University, United States

Ticketed Event. Friday, November 14, 2014, 18:00-21:00, Engrained
Friday Evening Banquet

F.1.C Saturday, November 15, 2014, 9:00-10:30, Arizona
Invited Colloquium: The Benefits of Genre-Based Pedagogy for Second Language Writing Development
Chair: Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar

F.3.F Saturday, November 15, 2014, 9:00-10:15, Gila
Featured Session: Internationalizing Rhetoric and Composition

Chris Anson, North Carolina State University, United States
Christiane K. Donahue, Dartmouth College, United States

F.4.W Saturday, November 15, 2014, 9:00-10:15, Graham
Workshop: Common Core State Standards (CCSS) and Assessments: Implications for Multi-lingual Writers

Rhea Faeldonea-Walker, Sweetwater Union High School District, CA, United States
Ann Johns, San Diego State University, United States

F.5.1 Saturday, November 15, 2014, 9:00-9:25, Yuma
Paraphrasing and Content Knowledge in Second Language Graduate Students' Writing

Ling Shi, University of British Columbia, Canada
Nasrin Kowkabi, University of British Columbia, Canada
Ismaeil Fazel, University of British Columbia, Canada

F.5.2 Saturday, November 15, 2014, 9:25-9:50, Yuma
Negotiating Identities through Participation in L2 Writing and L2 Writing Research

Youngjoo Yi, The Ohio State University, United States
Tuba Angay-Crowder, Georgia State University, United States

F.5.3 Saturday, November 15, 2014, 9:50-10:15, Yuma
Singing "My Way" in Developing Second Language Writing: Graduate Students' Own Experiences with Restricted Opportunities

Ilkem Kayican, Sabancı University, Turkey

F.6.1 Saturday, November 15, 2014, 9:00-9:25, Pinal
Saudi Students' Adaptation to Writing Instruction in the U.S.

Melinda Reichelt, English Department, University of Toledo, United States

F.6.2 Saturday, November 15, 2014, 9:25-9:50, Pinal
A Comprehensive Examination of Chinese Students' Pathways to FYC Courses

Jianing Liu, Arizona State University, United States

F.6.3 Saturday, November 15, 2014, 9:50-10:15, Pinal
A Needs Analysis for Chinese Students in Mainstream Composition Courses

Aylin Baris Atilgan, Purdue University, United States

F.7.1 Saturday, November 15, 2014, 9:00-9:25, Santa Cruz
Taiwanese College Students' Online Collaboration in L2: A Consensus-Building Process

Yun-yin Huang, Dept. of Teaching and Learning, New York University, United States

F.7.2 Saturday, November 15, 2014, 9:25-9:50, Santa Cruz
Microsoft Word: Friend or Foe in the Second Language Writing Classroom?

Ashley Velazquez, Purdue University, United States

F.8.1 Saturday, November 15, 2014, 9:00-9:25, Yavapai
An Ecology-Informed Genre and Corpus Approach for L2 Writing

Robert Poole, University of Arizona, United States

F.8.2 Saturday, November 15, 2014, 9:25-9:50, Yavapai
Cohesion, Clarity, and Complexity: Comparing the Use of Referential Chains in L1 and L2 Writing

Darby Smith, Intensive English Language Program, Portland State University, United States
Linnea Spitzer, Intensive English Language Program, Portland State University, United States

F.8.3 Saturday, November 15, 2014, 9:50-10:15, Yavapai
Lexical Diversity, Sophistication, and Size in Academic Writing

Melanie Gonzalez, Salem State University, United States

F.10.W Saturday, November 15, 2014, 9:00-10:15, Copper
Workshop: Professionalizing and Americanizing Second Language Learners' Business Writing: When the Second Language Learner Wants to Assimilate

Jeannie Waller, University of Arkansas, Fayetteville, United States

F.11.1 Saturday, November 15, 2014, 9:00-9:25, Chrysocolla
Expectations and Experiences of Undergraduate L2 Writers Conducting Research

Lindsay Hansen, University of Utah, United States

F.11.2 Saturday, November 15, 2014, 9:25-9:50, Chrysocolla
The Role of Qi-Cheng-Zhuan-He Rhetorical Structure as a Strategy in Genre Learning: Developing EFL Writers' Genre Awareness and Writing Competence in Argumentative Essays

Tzu-Shan Chang, Wenzao Ursuline University of Languages, Taiwan

F.11.3 Saturday, November 15, 2014, 9:50-10:15, Chrysocolla
An Examination of Students' Perceptions of the Role of Prior Genre Knowledge in the English for Academic Purposes Classroom

Donald Myles, Carleton University, Canada
Natasha Artemeva, Carleton University, Canada

G.1 Saturday, November 15, 2014, 10:45-12:15, Arizona
Invited Colloquium: The Future of SLW at CCCC: Why CCCC and SLW Need Each Other
Chair: Todd Ruecker, University of New Mexico, United States

Christine Pearson Casanave, Temple University, United States
Dana Ferris, University of California-Davis, United States
Maria Jerskey, LaGuardia Community College, United States
Julia Kiernan, Michigan State University, United States
Christina Ortmeier-Hooper, University of New Hampshire, United States

G.3.W Saturday, November 15, 2014, 10:45-12:00, Gila
Workshop: Teachers' Sense of Efficacy in Teaching Second Language Writing to Middle and High School Long-term English Learners

Julie Goldman, San Diego County Office of Education, United States

G.4.W Saturday, November 15, 2014, 10:45-12:00, Graham
Workshop: Service Learning and Relevance for the IEP Writing Student: Connecting Communities

Linda Henriksen, Kansas State University, United States

G.5.1 Saturday, November 15, 2014, 10:45-11:10, Yuma
From Novice Writer to Writing Instructor: An Autoethnography of an International Teaching Assistant's Professional Development

Yue Chen, Purdue University, United States

G.5.2 Saturday, November 15, 2014, 11:10-11:35, Yuma
Teacher Study Group: Teachers' Views Before and After

Elena Andrei, Coastal Carolina University, United States
Marcie Ellerbe, Coastal Carolina University, United States
Todd Cherner, Coastal Carolina University, United States

G.5.3 Saturday, November 15, 2014, 11:35-12:00, Yuma
Becoming Second Language Writing Specialists: A Self-Reflective Study of a TESOL Graduate Student Writing Group

Rae-Ping Lin, University of British Columbia, Canada
Joel Heng Hartse, University of British Columbia, Canada
Nasrin Kowkabi, University of British Columbia, Canada
Ismaeil Fazel, University of British Columbia, Canada
Tomoyo Okuda, University of British Columbia, Canada
Bong-gi Sohn, University of British Columbia, Canada
Junghyun Hwag, University of British Columbia, Canada
Klara Abdi, University of British Columbia, Canada

G.6.1 Saturday, November 15, 2014, 10:45-11:10, Pinal
The Development of Using Citations: Cross-Sectional and Longitudinal Evidence from BA, MA and PhD Theses by Chinese EFL Learners

Fang Xu, Nanjing University, China

G.6.2 Saturday, November 15, 2014, 11:10-11:35, Pinal
What Lies Behind the Mirror: A Socio-cognitive Approach to Citation Practices in EFL Academic Writing

Liyin Zhang, Northwest University, China
Yue Chen, Purdue University, United States

G.6.3 Saturday, November 15, 2014, 11:35-12:00, Pinal
An Investigation into the Test Takers' Source Use Strategies in Reading-to-Write Integrated Tasks

Jun Zhang, Shanghai Second Polytechnic University, China
Yue Wu, Shanghai Second Polytechnic University, China

G.7.1 Saturday, November 15, 2014, 10:45-11:10, Santa Cruz
Language and Topic Variations in Establishing a Niche in Journal Articles of Applied Linguistics

Yeon Hee Choi, Ewha Womans University, Korea

G.7.2 Saturday, November 15, 2014, 11:10-11:35, Santa Cruz
Evaluation and Narrativity in Stand-Alone Literature Reviews and Research Articles: A Register Analysis

Heidi Wright, Northern Arizona University, United States

G.7.3 Saturday, November 15, 2014, 11:35-12:00, Santa Cruz
A Comparative Analysis of Turkish Second Language Writers' Sentence Structure Preferences: An Investigation of Journal Articles

Mehmet Karaca, Gazi University, Turkey
Serhat İnan, Gazi University, Turkey

G.8.1 Saturday, November 15, 2014, 10:45-11:10, Yavapai
Bridge over Troubled Paragraphs: Promoting Critical Thinking and Connecting Ideas

LuAnn Sorenson, Intensive English Institute, University of Illinois at Urbana-Champaign, United States
Lisa Chason, Intensive English Institute, University of Illinois at Urbana-Champaign, United States
Dianne Loyet, Intensive English Institute, University of Illinois at Urbana-Champaign, United States
Anastasia Stoops, Intensive English Institute, University of Illinois-Urbana-Champaign, United States

G.8.2 Saturday, November 15, 2014, 11:10-11:35, Yavapai
The Effects of Prewriting Strategy Training on Argumentative Writing of Chinese EFL Non-English Freshmen

Aiping Xiao, Shanghai Dianji University, China

G.8.3 Saturday, November 15, 2014, 11:35-12:00, Yavapai
Investigating the Argumentation in Research Question Justification by L2 Novice Researchers

Yuanhua Xie, Guangdong University of Foreign Studies, China

G.10.1 Saturday, November 15, 2014, 10:45-11:10, Copper
Prepositional Verbs in L2 Emergent Academic Writing

Elizabeth Wilcoxon, New Mexico State University, United States

G.10.2 Saturday, November 15, 2014, 11:15-11:35, Copper
Syntactic Discourse Analysis: Tools for Graduate Student Independence

Marla Perkins, Northern Arizona University, United States

G.10.3 Saturday, November 15, 2014, 11:35-12:00, Copper
A Comparative Study of Hedging Usages Between American and Chinese Students' Writings

Genghan Lu, Northern Arizona University, United States
Chenxu Fu, Northern Arizona University, United States

G.11.1 Saturday, November 15, 2014, 10:45-11:10, Chrysocolla
Collaborative Writing in Two Thai EFL Classrooms

Ai Oyama, University of Hawaii at Manoa, United States
Pamela Stacey, University of Hawaii at Manoa, United States

G.11.2 Saturday, November 15, 2014, 11:10-11:35, Chrysocolla
Is There a Role of the First Language in Collaborative L2 Writing?

Meixiu Zhang, Northern Arizona University, United States

Lunch Seminar. Saturday, November 15, 2014, 12:30-13:45, Engrained
Ticketed Event: Saturday Lunch Seminar

H.1.D Saturday, November 15, 2014, 14:00-15:30, Arizona
Discussion: L2 Writing Apocalypse and the Future of the Field

Paul Kei Matsuda, Arizona State University, United States

H.3.1 Saturday, November 15, 2014, 14:00-14:25, Gila
How ESL Teachers' Argumentative Epistemologies Shape Instructional Conversations in High School "Sheltered Instruction" Classrooms

Hyun Jung Joo, The Ohio State University, United States
George Newell, The Ohio State University, United States

H.3.2 Saturday, November 15, 2014, 14:25-14:50, Gila
From Scaffolding to Autonomy: The Role of a Teacher in Adolescent ELLs' Development of Second Language Writing

Oksana Vorobel, Borough of Manhattan Community College, CUNY, United States
Deoksoon Kim, University of South Florida, United States

H.4.1 Saturday, November 15, 2014, 14:00-14:25, Graham
Unique or Not?: An Analysis of Error Patterns in the Writings of Generation 1.5 Students

Christa de Kleine, Notre Dame of Maryland University, United States
Rachele Lawton, The Community College of Baltimore County, United States
Minah Woo, Howard Community College, United States

H.4.2 Saturday, November 15, 2014, 14:25-14:50, Graham
Linking Literacy Practices and Academic Writing: A Study of Haitian Generation 1.5 College Students

Lindsay Vecchio, University of Florida, United States

H.4.3 Saturday, November 15, 2014, 14:50-15:15, Graham
International and Immigrant Students: Differing Needs When Writing One-on-One

Grant Eckstein, University of California, Davis, United States

H.5.1 Saturday, November 15, 2014, 14:00-14:25, Yuma
Faculty from Across the Curriculum's Perceptions of ELL Writing Students

Nathan Lindberg, Indiana University of Pennsylvania, United States

H.5.2 Saturday, November 15, 2014, 14:25-14:50, Yuma
L2 Students' Perception of Why They Gain or Lose Points in Their Disciplinary Writing Tasks

Jing Xia, University of Michigan, United States

H.5.3 Saturday, November 15, 2014, 14:50-15:15, Yuma
Understanding Peer Response in an EAP Course: An Activity Theory Perspective

Qi Zhang, University of South Florida, United States

H.6.2 Saturday, November 15, 2014, 14:25-14:50, Pinal
Second Language Writers' Experiences and Strategies in a First-Year Writing Course

Bethany Reichen, University at Albany, SUNY, United States

H.6.3 Saturday, November 15, 2014, 14:50-15:15, Pinal
Growing L2 Writing Profession Beyond Its Hobbit Holes: In Search of a Promised Land

Shizhou Yang, Yunnan Minzu University, China

H.7.1 Saturday, November 15, 2014, 14:00-14:25, Santa Cruz
First Steps in Becoming Professionals in Teaching EFL Writing: The Impact of Reading-Writing Tasks on Turkish Pre-Service Writing Teachers

Dan J. Tannacito, University for Arizona, United States
Alev Ozbilgin Gezgin, Middle East Technical University Northern Cyprus Campus, Turkey

H.7.2 Saturday, November 15, 2014, 14:25-14:50, Santa Cruz
Consciousness-Raising Tools in an Advanced Composition French Course

Christiane Rey, Northwestern University, United States

H.7.3 Saturday, November 15, 2014, 14:50-15:15, Santa Cruz
Examining Communities of Practice and the Effects of Distributed Cognition in a Foreign Language Writing Space

Amanda Abrahams, California State University, Chico, United States

H.8.1 Saturday, November 15, 2014, 14:00-14:25, Yavapai
An Exploration of Teaching EAP Writing in a Content-Based Curriculum

Dongmei Cheng, Southern Illinois University, United States

H.8.2 Saturday, November 15, 2014, 14:25-14:50, Yavapai
Metacognitive Transformation: Enacting Pedagogical Memory at Times of Academic and Linguistic Transition

Jennifer Eidum Zinchuk, University of Washington, United States

H.8.3 Saturday, November 15, 2014, 14:50-15:15, Yavapai
A Dialectical Approach to Critical Thinking in EAP Writing

Jay Tanaka, University of Hawaii at Manoa, United States

H.10.W Saturday, November 15, 2014, 14:00-15:15, Copper
Workshop: From Personal Experiences in L1 Culture to Scholarly Topics in L2 Writing

Rijasoa Andriamanana, University of New Mexico, United States

H.11.1 Saturday, November 15, 2014, 14:00-14:25, Chrysocolla
Group and Individual L2 Writing Conferences: Instructor and Student Perspectives.

Veronika Maliborska, Purdue University, United States
Yunjung You, Purdue University, United States

H.11.3 Saturday, November 15, 2014, 14:50-15:15, Chrysocolla
Digitizing Writing as a Developmental Continuum to Professionalization: The Nigerian Experience

Esther Anyanwu, Nnamdi Azikiwe University, Awka, Nigeria

Plenary V. Saturday, November 15, 2014, 15:45-16:45, Arizona
Plenary: Fake It 'Til You Make It: The Imposter Syndrome--the Dilemma of (Women) Academics

Deborah Crusan, Wright State University, United States

Plenary VI. Saturday, November 15, 2014, 16:45-17:45, Arizona
Plenary: Representations of Professionalization in Second Language Writing: A View from the Flagship Journal

Christine Tardy, University of Arizona, United States

Closing Ceremony. Saturday, November 15, 2014, 17:45-18:00, Arizona
Closing Ceremony: Reflections and SSLW 2015 Preview

Paul Kei Matsuda, Arizona State University, United States
John Bitchener, AUT University, New Zealand