Learning-to-Write and Writing-to-Learn in an Additional Language -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Preface -- Introduction -- 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing -- An overview of the content of the book -- Part I -- Part II -- Conclusion -- References -- Part I. Learning-to-write and writing-to-learn: Mapping the terrain -- 2. Learning to write -- Focusing on writers -- Focusing on texts -- Focusing on readers -- Conclusion -- References -- 3. Writing to learn in content areas -- Introduction -- Theoretical and pedagogical perspectives -- Writing and content learning research -- Conclusion -- References -- 4. Writing to learn the language -- Main strands of research and theoretical frameworks informing them -- Research foci and methodology -- Main research findings -- Conclusions and implications for the future research agenda -- Acknowledgements -- References -- Part II. Learning-to-write and writing-to-learn: Research insights -- 5. Learning to write in a second language -- Introduction -- Method -- Results -- Perceptions of writing generally -- Understandings of specific genres: Essay writing -- Understandings of specific genres: Undergraduate disciplinary writing -- Understandings of specific genres: Graduate disciplinary writing -- Discussion -- Conclusion -- Acknowledgements -- References -- Appendix -- 6. Writing to learn and learning to write by shuttling between languages -- The study -- Findings -- Discussion -- Pedagogical implications -- References -- 7. Beyond writing as language learning or content learning -- Establishing the curricular and macro-instructional context of the writing task -- Implementing a learning-to-write and writing-to-learn pedagogy -- Source text and summary -- Jill's summary.

Revisiting summary writing: Methodological and substantive issues -- The role of language in educative learning: Toward a meaning-based framework for L2 writing -- Implications for FL writing pedagogy and research -- References -- 8. The language learning potential of form-focused feedback on writing -- Introduction -- The role of form-focused feedback in second language acquisition -- Method -- Results and discussion -- Conclusion -- References -- 9. Writing to learn in FL contexts -- Introduction -- Method -- Results and discussion -- Implications and suggestions for further research -- Acknowledgements -- References -- 10. Exploring the learning potential of writing development in heritage language education -- Method -- Results and discussion -- Summary and implications -- References -- Conclusion -- 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing -- Introduction -- Different views of L2 writing, different disciplinary attunements -- Locating professional and contextual influences for LW, WLC, and WLL -- Misalignments -- Synergies and interfaces among the three views -- Authenticity and needs -- Complicating the picture: Writerly selves -- Future questions for the study of learning to write and writing to learn -- References -- Contributors' biodata -- Author index -- Thematic index.