L2 writers likely perceive "good academic writing" as impersonal (Hyland, 2002; Shen, 1989; Tang & John, 1999). Yet research has shown that every linguistic and rhetorical choice that a writer makes--including, the presence/absence and different forms of self-mention--potentially reveals the writer's authorial identity (Ivanic,…

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers' development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students' written documents, the…

Differences in the ways in which instruction is presented in United States and Chinese classrooms underscores the need for cross-cultural communication, particularly when a teacher from one culture is working in the other. Promoting cross-cultural communication in the classroom contributes to global efforts to achieve greater understanding among…