Learner Agency and Identity in Second Language Writing

References

1. Bakhtin, M. M.
   (1981) Th Dialogic Imagination: Four Essays (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
   [Google Scholar]
2. Belcher, D. & Braine, B.
   (Eds.) (1995) Academic Writing in a Second Language: Essays on Research and PedagogyNorwood, NJ: Ablex.
   [Google Scholar]
3. Bourdieu, P.
   (1986) The forms of capital. InJ. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp.241–258). New York, NY: Greenwood Press.
   [Google Scholar]
4. Bourdieu, P.
   (1991) Language and Symbolic Power. Cambridge, MA: Harvard University Press.
   [Google Scholar]
5. Bourdieu, P.
   (1998) Practical Reason: On the Theory of Action. London: Polity Press.
   [Google Scholar]
6. Canagarajah, A. S.
   (2006a) The place of world English in composition: Pluralization continued. College Composition and Communication, 57, 586–620.
   [Google Scholar]
7. Canagarajah, A. S.
   (2006b) Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68, 589–604.
   [Google Scholar]
8. Casanave, C. & Hubbard, P.
   (1992) The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11, 33–49.
   [Google Scholar]
9. Cole, M.
   (1996) Cultural Psychology: A Once and Future Discipline. Cambridge: The Belknap Press of Harvard University Press.
   [Google Scholar]
10. Cole, M. & Engeström, Y.
    (1993) A cultural-historical approach to distributed cognition. InG. Solomon (Ed.), Distributed Cognition: Psychological and Educational Consideration. Cambridge: Cambridge University Press.
    [Google Scholar]
11. Cooley, L. & Lewkowicz, J.
    (1997) Developing awareness of the rhetorical and linguistic conventions of writing a thesis in English: Addressing the needs of ESL/EFL postgraduate students. InA. Duszak (Ed.), Culture and styles of academic discourse (pp.113–140). Berlin: Mouton de Gruyter.
    [Google Scholar]
12. Dong, Y.
    (1998) Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two US institutions. English for Specific Purposes, 17, 369–390.
    [Google Scholar]
13. Freedman, A.
    (1994) “Do as I said”: the relationship between teaching and learning new genres. InA. M. Freedman, P. (Eds.) (Ed.), Genre and the new rhetoric (pp.191–210). London: Taylor & Francies.
    [Google Scholar]
14. Grabe, W. & Kaplan, R.
    (1996) Theory and Practice of Writing:AnAppliedLinguisticPerspective. London: Longman.
    [Google Scholar]
15. Gutiérrez, K. D. & Orellana, M. F.
    (2006) The “problem” of English learners: Constructing genres of difference. Research in the Teaching of English, 40, 502–507.
    [Google Scholar]
16. Hamp-Lyons, L.
    (1991) Assessing second language writing in academic contexts. Norwood, NJ: Ablex Publishing.
    [Google Scholar]
17. Holland, D., Lachiotte, W., Skinner, D., & Cain, C.
    (1998) Agency and Identity in Cultural Worlds. Cambridge, MA.: Harvard University Press.
    [Google Scholar]
18. Hull, G. A. & Katz, M. L.
    (2006) Crafting an agentitive self: Case studies of digital storytelling. Research in the Teaching of English, 41, 43–81.
    [Google Scholar]
19. Jenkins, S., Jordan, M., & Weiland, P.
    (1993) The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes, 12, 51–67.
    [Google Scholar]
20. Johns, A.
    (1990) Coherence as a cultural phenomenon: Employing ethnographic principles in academic milieu. InA. Connor & A. Johns (Eds.), Coherence in writing: Reserach and pedagogical perspectives (pp.209–226). Alexandria, VA: TESOL.
    [Google Scholar]
21. Kubota, R.
    (1999) Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33, 9–35.
    [Google Scholar]
22. Lee, H.
    (2005) A socio-cultural-historical analysis of six Korean students’ experiences in second language learning contexts: Learner agency and symbolic power. Unpublished doctoral dissertation. McGill University, Montreal, Canada.
    [Google Scholar]
23. Lee, H.
    (2007) Korean students’ perceptions of identities and cultural capital. Sociolinguistic Studies, 1, 107–129.
    [Google Scholar]
24. Lee, H., & Maguire, M. H.
    (in press). International students and identity: Resisting dominant ways of writing and knowing in academe. InD. Starke-Meyerring, A. Pare, N. Artemeva, M. Home, & L. Yousoubova Eds. Writing in the Knowledge Society. West Lafayette, IN: Parlor Press and Fort Collins, Colorado: The WAC Clearinghouse.
    [Google Scholar]
25. Lu, M. Z.
    (2004) An essay on the work of composition: composing English against the order of fast capitalism. College Composition and Communication, 56, 16–50.
    [Google Scholar]
26. Mahoney, M.
    (1996) Connected knowing in constructive psychotherapy. InN. Goldberger, J. Tarule, B. Clinchy, & M. Belenky (Eds.), Knowledge, difference, and power (pp.126–147). New York, NY: Basic Books.
    [Google Scholar]
27. McKay, S. & Wong, S.
    (1996) Multiple discourses, multiple identities: Investment and agency second-language learning among adolescent immigrant students. Harvard Educational Review, 66, 577–688.
    [Google Scholar]
28. Mishler, E.
    (1999) Storylines: Craftartists’ Narratives of Identity. Cambridge: Harvard University Press.
    [Google Scholar]
29. Pare, A.
    (2005) Texts and power: Toward a critical theory of language. InL. Davies & P. Leonard (Eds.), Social Work in a Corportate Era: Practices of Power and Resistance. Aldershot, UK: Ashgohr Publishing Limited.
    [Google Scholar]
30. Peirce, B.
    (1995) Social identity, investment, and language learning. TESOL Quarterly, 29, 9–31.
    [Google Scholar]
31. Riessman, C. K.
    (1993) Narrative analysis. Newbury Prk, CA: Sage Publication.
    [Google Scholar]
32. Russell, D.
    (1997) Rthinking genre in school and society: An activity theory analysis. Written Communication, 14, 504–554.
    [Google Scholar]
33. Silva, T., Leki, I., & Carson, J.
    (1997) Broadening the perspective of mainstream composition studies: some thoughts from the disciplinary margins. Written Communication, 14, 398–428.
    [Google Scholar]
34. Smith, D.
    (1999) Supervising NESB students from Confucian educational cultures. InY. Z.-S. Ryan, O. (Eds) (Ed.), Supervising postgraduates from non-English speaking backgrounds (pp.146–156). Suffolk: Open University Press.
    [Google Scholar]
35. Swales, J.
    (1990) Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
    [Google Scholar]