SSLW 2014, Tempe
Cox and Caplan
State of Graduate Communication Support
Consortium on Graduate Communication
Website (free membership, directory of programs, sample course syllabi):
http://gradconsortium.wordpress.com/
Upcoming Event: CGC Colloquium, March 25, 2015 (the afternoon between AAAL and
TESOL), University of Toronto. Chairs: Nigel Caplan, Michelle Cox, Jane Freeman (local host)
For more information, please join CGC and/or RSVP at http://goo.gl/forms/HIHggUqVqx
Bibliography on Graduate Writing and Support
On Graduate Writing
Aitchison, C., & Paré, A. (2012). Writing as craft and practice in doctoral education. In A. Lee &
S. Danby (Eds.), Reshaping doctoral education: International approaches and
pedagogies (pp. 12–25). New York: Routledge.
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis
students writing the discussion section. Journal of English for Academic Purposes, 5, 418.
Braine, G. (2002). Academic literacy and the nonnative speaker graduate student. Journal of
English for Academic Purposes, 1, 59-68.
Brown, C. M. (1999). Information literacy of physical science graduate students in the
information age. College & Research Libraries, 60, 426-438. Casanave, C. P. (2002).
Writing games: Multicultural case studies of academic literacy practices in higher
education. Mahwah, NJ: Erlbaum.
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higher education. Mahwah, NJ: Lawrence Erlbaum
Casanave, C. P., & 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.
Casanave, C. P., & Li, X. M. (2008). Learning the literacy practices of graduate school:
Insiders’ reflections on academic enculturation. Ann Arbor: University of Michigan
Press.
Castelló, M., Iñesta, A., & Corcelles, M. (2013). Learning to write a research article: Ph.D.
students’ transitions toward disciplinary writing regulation. Research in the Teaching of
English, 47(4), 442–447.
Cheng, A. (2006). Analyzing and enacting academic criticism: The case of an L2 graduate
learner of academic writing. Journal of Second Language Writing, 15, 279-306.
Cooley, L., & Lewkowicz, J. (1995). The writing needs of postgraduate students at the
University of Hong Kong: A project report. Hong Kong Papers in Linguistics and
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Cooper, A., & Bikowski, D. (2007). Writing at the graduate level: What tasks do professors
actually require? Journal of English for Academic Purposes, 6, 206-221.
Michelle Cox, Cornell University, michelle.cox@cornell.edu
Nigel Caplan, University of Delaware, nacaplan@udel.edu
SSLW 2014, Tempe
Cox and Caplan
Davis, M. (2013). The development of source use by international postgraduate students. Journal
of English for Academic Purposes, 12(2), 125-135.
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Written Communication, 19, 493-544.
Fowles, M. (2012). Writing assessment for admission to graduate and professional programs:
Lessons learned and a note to the future. In N. Elliot & L. Perelman (Eds.), Writing
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York: Hampton Press.
Hanauer, D. I., & Englander, K. (2013). Scientific writing in a second language. Anderson, SC:
Parlor Press.
Jenkins, S., Jordan, M. K., & Weiland, P. O. (1993). The role of writing in graduate engineering
education: A survey of faculty beliefs and practices. English for Specific Purposes, 12,
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NNES graduate student writing a research article. TESOL Quarterly, 41, 55-79.
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Interactions with literacy brokers in the production of English-medium texts. Written
Communication, 23, 3-35.
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The politics and
practices of publishing in English. New York: Routledge.
McCulloch, S. (2013). Investigating the reading-to-write processes and source use of L2
postgraduate students in real-life academic tasks: An exploratory study. Journal of
English for Academic Purposes, 12(2), 136-147.
Petrić, B. (2007). Rhetorical functions of citations in high- and low-rated master's theses. Journal
of English for Academic Purposes, 6, 238-253.
Phillips, T. (2014). Developing resources for success: A case study of a multilingual graduate
student. In T. M. Zawacki & M. Cox (Eds.), WAC and second language writers:
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graduate ESL student. D. Belcher & G. Braine (Eds.), Academic writing in a second
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In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies
for doctoral students, supervisors and administrators (pp. 75–95). Amsterdam: Springer.
Michelle Cox, Cornell University, michelle.cox@cornell.edu
Nigel Caplan, University of Delaware, nacaplan@udel.edu
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Cox and Caplan
Tardy, C. M. (2009). Building genre knowledge. West Lafayette, IN: Parlor Press.
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On Graduate Writing Support
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development of a dissertation writing support program for ESL graduate research
students. English for Specific Purposes, 17, 199-217.
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fields. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world
(pp. 465–482). West Lafayette: Parlor and Fort Collins: The WAC Clearinghouse.
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy graduate
students and their mentors. English for Specific Purposes, 13(1), 23–34.
Council of Graduate Schools. (2010). PhD completion and attrition: Policies and practices to
promote student success. Washington, DC: Council of Graduate Schools.
Delyser, D. (2003). Teaching graduate students to write: A seminar for thesis and dissertation
writers. Journal of Geography in Higher Education, 27, 169-181.
Fredericksen, E. & Mangelsdorf, K. (2014). Graduate writing workshops: Crossing languages
and disciplines. In T. M. Zawacki & M. Cox (Eds.), WAC and second language writers:
Research towards linguistically and culturally inclusive practices and programs (pp.
347-367). Perspectives on writing series. WAC Clearinghouse and Parlor Press.
Frodesen, J. (1995). Negotiating the syllabus: A learning-centered, interactive approach to ESL
graduate writing course design. In D. Belcher & G. Braine (Eds.), Academic writing in a
second language: Essays on research and pedagogy (pp. 331-350). Norwood, NJ: Ablex.
Jordan, J. & Kedrowicz, A. Attitudes about graduate L2 writing in engineering: Possibilities for
more integrated instruction. Across the Disciplines, 8. Retrieved from
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Norris, C. & Tardy, C. (2006). Institutional politics in the teaching of advanced academic
writing: A teacher-researcher dialogue. In P. K. Matsuda, C. Ortmeier-Hooper, & X. You
(Eds.), The politics of second language writing: In search of the promised land (pp. 262279). West Lafayette, IN: Parlor Press.
Paltridge, B. (1997). Thesis and dissertation writing: Preparing ESL students for research.
English for Specific Purposes, 16, 61-70.
Phillips, T. (2012). Graduate writing groups: Shaping writing and writers from student to
scholar. Praxis: A Writing Center Journal, 10(1), n. p. Retrieved from
http://praxis.uwc.utexas.edu/index.php/praxis/article/view/81.
Phillips, T. (2013). Tutor training and services for multilingual graduate writers: A
reconsideration. Praxis: A Writing Center Journal, 10(2), n. p. Retrieved from
http://praxis.uwc.utexas.edu/index.php/praxis/article/view/84.
Simpson, S. (2014). A graduate-level STEM communication fellows program for L1 and L2
students at a science and engineering university. CCCC, Indianapolis.
Simpson, S. (2013). Building for sustainability: Dissertation boot camp as a nexus of graduate
writing support. Praxis: A Writing Center Journal, 10(2), n. p. Retrieved from
http://praxis.uwc.utexas.edu/index.php/praxis/article/view/129.
Michelle Cox, Cornell University, michelle.cox@cornell.edu
Nigel Caplan, University of Delaware, nacaplan@udel.edu
SSLW 2014, Tempe
Cox and Caplan
Simpson, S. (2012). The problem of graduate-level writing support: Building a cross-campus
graduate writing initiative. WPA, 36(1), 95-118.
Swales, J. M., & Lindemann, S. (2002). Teaching the literature review to international graduate
students. In A. Johns (Ed.). Genre in the classroom: Multiple perspectives (pp. 105-119).
Mahwah, NJ: Lawrence Erlbaum.
Teaching Materials, Ideas, and Textbooks for Teaching Graduate Writing
Aitchison, C. & Guerin, C. (2014). Writing groups for doctoral education and beyond. London:
Routledge.
Canseco, G. (2010). Inside academic writing: Understanding audience and becoming part of
an academic community. Ann Arbor: University of Michigan Press.
Caplan, N. A. (2012). Grammar choices for graduate and professional writers. Ann Arbor:
University of Michigan Press.
Feak, C., Reinhart, S. M., & Rohlck, T. N. (2009). Academic interactions: Communicating on
campus. Ann Arbor: University of Michigan Press.
Feak, C., & Swales, J. M. (2009). Telling a research story: Writing a literature review. Ann
Arbor: University of Michigan Press.
Feak, C., & Swales, J. M. (2011). Creating contexts: Writing introductions across genres. Ann
Arbor: University of Michigan Press.
Kamler, B., and Thomson, P. (2014). Helping doctoral students write: Pedagogies for
supervision (2nd ed.). New York: Routledge.
McAlpine, L., & Amundsen, C. (Eds.). (2011). Doctoral education: Research-based strategies
for doctoral students, supervisors and administrators. New York: Springer.
Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language: A
handbook for supervisors. New York: Routledge.
Swales, J. M., & Feak, C. (2009). Abstracts and the writing of abstracts. Ann Arbor: University
of Michigan Press.
Swales, J. M., & Feak, C. (2011). Navigating academia: Writing supporting genres. Ann Arbor:
University of Michigan Press.
Swales, J. M., & Feak, C. (2012). Academic writing for graduate students: Essential tasks and
skills (3rd ed.). Ann Arbor, MI: University of Michigan Press.
For sample course descriptions and syllabi, please visit http://gradconsortium.wordpress.com
Michelle Cox, Cornell University, michelle.cox@cornell.edu
Nigel Caplan, University of Delaware, nacaplan@udel.edu