General Editors' Preface

Acknowledgements

Introduction

Section I: Concepts andissues

A conceptual overview ofwriting

Text-oriented research andteaching

Writer-oriented research andteaching

Reader-oriented research andteaching

Conclusion

Key issues in writing

How is writing different fromspeech?

How is writing related toliteracy?

What is an expertwriter?

How do genres differ?General Editors' Preface

Acknowledgements

Introduction

Section I: Concepts and issues

A conceptual overview of writing

Text-oriented research and teaching

Writer-oriented research and teaching

Reader-oriented research and teaching

Conclusion

Key issues in writing

How is writing different from speech?

How is writing related to literacy?

What is an expert writer?

How do genres differ?

How does writing express identity?

How does writing express social relationships?

What is the impact of new technologies on writing?

How should we teach writing?

Conclusion

Section I1: Applying writing research

Research-based writing courses

Writ 101: process in practice

Genre in primary classrooms: the New South Wales

(NSW) K-6 syllabus

Go for Gold: writing for a reason

Research-based materials, methods and resources

Research writing: an advanced EAP textbook

WordPilot 2000: corpora-assisted writing

Writing networks: interaction in an ESL

computer workshop

Writing portfolios: pedagogy and assessment

Section II1: Researching writing

Research practices and research issues

Practitioner research

Researching texts

Researching writers

Researching readers

Research cases

Questionnaire research on readers' beliefs and

practices

Experimental research on peer-response training

Text analysis research on email business

correspondence

Learner corpora research on hedging and boosting

Interview research on the writing needs of nurses

Protocol research on the writing process

Diary research on the research process

Case-study research of workplace writing

Ethnographic research on teacher written feedback

Literacy practices research among adolescent groups

Conclusion

Section IV: References and resources Key areas and texts

Literacy

Rhetoric

Sociology of scientific knowledge/social

constructionism

Professional communication/ESP

First-language writing

Second-language composition teaching

Pragmatics

Translation studies

Literature

Mass print media

Key sources

Books

Journals

Professional associations

Principal writing conferences

Email lists and bulletin boards

Internet sites

Databases

Glossary

References

Author Index

Subject Index