Page 365 - English - Teaching Academic Esl Writing
P. 365

 REFERENCES 3 5 1
U.S. Department of Commerce, Bureau of the Census. (1995). Dropout rates in the United States. Washington, DC: Author.
van Dijk, T. (Ed.). (1985). Handbook of discourse analysis (4 vols.). London: Academic Press.
van Dijk, T. (Ed.). (1997). Discourse asstructure and process (2 vols.). London: SAGE. Vann, R., Lorenz, F., & Meyer, D. (1991). Error gravity: Response to errors in the written discourse of nonnative speakers of English. In L. Hamp-Lyons (Ed.), As-
sessing second language writing (pp. 181-196). Norwood, NJ: Ablex.
Vann, R., Meyer, D., & Lorenz, F. (1984). Error gravity: A study of faculty opinion of
ESL errors. TESOL Quarterly, 75(3), 427-440.
Vaughan, C. (1991). Holistic assessment: What goes on in the raters' minds? In L.
Hamp-Lyons (Ed.), Assessing second language writing (pp. 111-126). Norwood, NJ:
Ablex.
Warden, C. (2000). EFL business writing behaviors in differing feedback environ-
ments. Language Learning, 50(4), 573-616.
Watanabe, S.(1993). Anote on so-called "donkey sentences" inJapanese: Aprelimi-
nary study. In P.Clancy (Ed.),Japanese and Korean linguistics (pp. 299-315). Stan-
ford, CA: CSLI/Standford University Press.
Widdowson, H. (1983). New starts and different kinds of failure. In A. Freedman, I.
Pringle, & J. Y alden (Eds.), Learning to write: First language/second language: Se- lected papers from the 1979 CCTE Conference, Ottawa, Canada (pp. 31-47). London: Longman.
Wilkins, D. (1972). Linguistics in languageteaching. London: Edward Arnold. Williams,J. (1999). Learner-generated attention to form. LanguageLearning, 49(4),
583-625.
Williams, J. M. (2002). Style: Ten lessons in clarity and grace (6th ed.). New York: Addi-
son-Wesley.
Wong, H. (1990). The use of rhetorical questions in written argumentative dis-
course. In L.Bouton &Y.Kachru (Eds.),PragmaticsandLanguageLearning(Vol.1,
pp. 187-208). Urbana-Champaign: Intensive English Institute.
Wood, D. (2001). In search of fluency: What is it and how can we teach it? Canadian
Modern LanguageReview,57, 573-589.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge Univer-
sity Press.
Wray, A., & Perkins, M. R. (2000). The functions of formulaic language: An inte-
grated model. Language and Communication, 20, 1-28.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly,
16(1), 195-210.
Zamel, V . (1983). The composing processes of advanced ESL students: Six case stud-
ies. TESOL Quarterly, 17(1), 165-187.
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL
writing class. Journal of Second Language Writing, 4, 209-222.
Zhu, W.(2001). Interaction and feedback in mixed peer response groups./oMrwa/ of
Second Language Writing, 10(4), 251-276.
Zhu, Y.(1996). Modality and modulation in Chinese. In M. Berry, C. Butler, R.
Fawcett, & G. Hwang (Eds.), Meaning and form: Systemic functional interpretations
(pp. 183-209). Norwood, NJ: Ablex.
Zikmund, W, Middlemist, R., & Middlemist, M. (1995). Business: TheAmerican chal-
lengefor global competitiveness. Burr Ridge, IL: Richard Irwin/Austen Press.
TLFeBOOK























































   363   364   365   366   367