BIBLIOGRAPHY ON MULTILINGUAL WRITING AND COMMUNICATION 

Aitchison, C., & Guerin, C. (2014). Writing groups for doctoral education and beyond:
Innovations in practice and theory. New York: Routledge.

Aitchison, C., Kamler, B., & Lee, Alison, eds. (2010). Publishing pedagogies for the doctorate
and beyond. New York: Routledge.

Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in
Higher Education, 11, 265–278.

Allison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: The
development of a dissertation writing support program for ESL graduate research
students. English for Specific Purposes 17, 199-217.

Aranha, S. (2009). The development of a genre-based writing course for graduate students in two
fields. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world
(pp. 465–482). West Lafayette, IN: Parlor and Fort Collins, CO: The WAC
Clearinghouse.

Bruce, Shanti & Rafoth, Ben. (Eds.). (2009). ESL writers: A guide for writing center tutors, 2nd ed. Heinemann.

Campbell, M. M. & Kennell, V. R. (2018). Working with graduate student writers: Faculty
guide. Purdue Writing Lab. Available at
https://owl.purdue.edu/writinglab/faculty/documents/Writing_Lab_Faculty_Guide_Sum
mer_%202018.pdf

Caplan, N. (2012). Grammar choices for graduate and professional writers. Michigan Series in
English for Academic and Professional Purposes. Ann Arbor: Michigan University Press.

Caplan, N. & Cox, M. (2016). The state of graduate communication support in 2014: Results of
an international survey. In S. Simpson, N. Caplan, M. Cox, & T. Phillips (eds.), Graduate
writing support: Research, pedagogy, and program design (pp. 22-51). Ann Arbor, MI:
University of Michigan Press.

Casanave, C. P. (2014). Before the dissertation: A textual mentor for doctoral students at early
stages of a research project. Ann Arbor: University of Michigan Press.

Council of Graduate Schools. (2010). PhD completion and attrition: Policies and practices to
promote student success. Washington, DC: Council of Graduate Schools.

Cox, M. (2010). Identity, second language writers, and the learning of workplace writing. In M. Cox, J. Jordan, C. Ortmeier-Hooper, & G. G. Schwartz (Eds.), Reinventing identities in
second language writing (pp. 75-95). Urbana, IL: NCTE.

Cox, M. (2019). Noticing language in the writing center: Preparing writing center tutors to
support graduate multilingual writers. In T. M. Zawacki & S. Lawrence (Eds.),
Re/writing the center: Pedagogies, practices, partnerships to support graduate students
in the writing center (pp. 146-192). Boulder, CO: Utah State University Press.

Curry, M. J. (2012). Transcending “traditional academic boundaries”: Designing and
implementing a science communication course for science and engineering PhD students.
Journal of the IATEFL ESP SIG, 40, 4-7.

Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports
by students and their advisors from two U.S. institutions. English for Specific
Purposes, 17, 369–390.

Feak, C. & Swales, J. (2009). Abstracts and the writing of abstracts. Ann Arbor: University of
Michigan Press.

Feak, C. & Swales, J. (2009). Telling a research story: Writing a literature review. Ann Arbor:
University of Michigan Press.

Feak, C. & Swales, J. (2011). Creating contexts: Writing introductions across genres. Ann
Arbor: University of Michigan Press.

Feak, C. & Swales, J. (2011). Navigating academia: Writing supporting genres. Ann Arbor:
University of Michigan Press

Fredericksen, E. & Mangelsdorf, K. (2014). Graduate writing workshops: Crossing languages
and disciplines. In T. M. Zawacki & M. Cox (Eds.), Writing across the curriculum and
second language writers: Research toward linguistically and culturally inclusive
programs and practices (pp. 347-367). Perspectives on Writing Series. Fort Collins, CO:
WAC Clearinghouse and West Lafayette, IN: Parlor Press. Retrieved from
http://wac.colostate.edu/books/l2/chapter14.pdf

Hoffman, A. (2010). Scientific writing and communication. Oxford: Oxford University Press.

Kamler, B. & Thomson, P. (2014). Helping doctoral students write: Pedagogies for supervision.
New York: Routledge

Lawrence, S. & Zawacki, T. M. (Eds.) (2018). Re/writing the center: Pedagogies, practices, partnerships to support graduate students in the writing center. Louisville, CO: Utah State University Press.

Leki, Ilona. (1992). Understanding ESL writers: A guide for teachers. Heinemann-Boynton/Cook.

Lillis, T. & Curry, M. J. (2010). Academic writing in a global context: The politics and practices
of publishing in English. New York: Routledge.

McAlpine, L. & Amundson, C. (Eds.) (2011). Supporting the doctoral process: Research-based strategies. New York: Springer.

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.

Paltridge, B. & Starfield, S. (2012). Thesis and dissertation writing in a second language: A
handbook for supervisors, 2nd ed. Boston: Norton

Phillips, T. (2012). Graduate writing groups: Shaping writing and writers from student to
scholar. Praxis: A Writing Center Journal, 10(1). Retrieved from
http://praxis.uwc.utexas.edu/index.php/praxis/article/view/81/html

Phillips, T. (2013). Tutor training and services for multilingual graduate writers: A
reconsideration. Praxis: A Writing Center Journal, 10(2). Retrieved from
http://praxis.uwc.utexas.edu/index.php/praxis/article/view/84/html

Phillips, T. (2014). Developing resources for success: A case study of a multilingual graduate
writer. In T. M. Zawacki & M. Cox (Eds.), Writing across the curriculum and second
language writers: Research toward linguistically and culturally inclusive programs and
practices (pp. 69-91). Perspectives on Writing Series. Fort Collins, CO: WAC
Clearinghouse and West Lafayette, IN: Parlor Press. Retrieved from
http://wac.colostate.edu/books/l2/chapter2.pdf

Shapiro, S., Farrelly, R., & Tomas, Z. (2014). Fostering International Student Success in Higher Education. TESOL Publications. 

Sharma, S. (2018). Writing support for international graduate students: Enhancing transition and success. New York: Routledge.

Silva, T. (1994). Writing instruction for ESL graduate students: Examining Issues and raising
questions. ELT Journal, 48(3), 197-204.

Simpson, S. (2013). Building for sustainability: Dissertation boot camp as a nexus of graduate
writing support. Praxis: A Writing Center Journal, 10(2). Retrieved from
http://praxis.uwc.utexas.edu/index.php/praxis/article/view/129/html

Simpson, S., Caplan, N., Cox, M. & Phillips, T. (Eds.). (2016). Graduate writing support:
Research, pedagogy, and program design. Ann Arbor, MI: University of Michigan Press.

Simpson, S. (2012). The problem of graduate-level writing support: Building a cross-campus
graduate writing initiative. WPA, 36(1), 95-118.

Starke-Meyerring, D. (2011). The paradox of writing in doctoral education: Student experiences.
In L. McAlpine & C. Amundsen (Eds.), Supporting the doctoral process: Research-based
strategies (pp. 73–95). New York: Springer.

Strauss, P. (2012). “The English is not the same”: Challenges in thesis writing for second
language speakers of English. Teaching in Higher Education, 17(3), 283-293.

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.

LINKS TO MULTILINGUAL RESOURCES

Robertson, Wayne (Director). (2005). Writing Across Borders. Oregon State University.

Part I: https://www.youtube.com/watch?v=Cv3uRPsskv0

Part II: https://www.youtube.com/watch?v=vabyE1a2I7E

Part III: https://www.youtube.com/watch?v=g0wbDcfltIU

Savini, Catherine. (2021, Jan. 27). 10 ways to tackle linguistic bias in your classroom. Inside Higher Education. 

https://www.insidehighered.com/advice/2021/01/27/how-professors-can-and-should-combat-linguistic-prejudice-their-classes-opinion