Winter 12/13 – Term 2
LLED 574 – Theory and Research in Teaching Second Language Writing
EDUC 500 – Research Methology in Education
Shi, L., & Dong, Y. (In press). Graduate writing assignments across faculties in a Canadian University. Canadian Journal of Higher Education.
Shi, L., & Yang, L. (2014). A community of practice of teaching English argumentative writing in a Chinese university. System, 42, 133-142.
He, L., & Shi, L. (2012). Topical knowledge and ESL writing. Language Testing, 29, 443-446.
Shi, L. (2012). Originality of expressions and formal citation practices. Writing and Pedagogy, 4, 43-67
Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of Second Language Writing, 21, 134-148.
Polio., & Shi, L. (2012). Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing 21, 95-101.
Shi, L. (2011). Common knowledge, learning and citation practices in university writing. Research in the Teaching of English, 45, 308-333 .
Shi, L. (2010). Textual appropriation and citing behaviors of university undergraduates. Applied Linguistics, 31, 1-24.
Shi, L. (2009). Chinese-Western “contact zone”: Student resistance and teacher adaption to local needs. TESL Canada Journal, 27, 47-63.
He, L., & Shi, L. (2008). ESL students’ perceptions and experiences of standardized English writing tests. Assessing writing, 13, 130-149.
Guardado, M., & Shi, L. (2007). ESL students’ experiences of online peer feedback. Computer and Composition, 24, 444-462.
Shi, L., & Kobuta, R. (2007). Patterns of rhetorical organization in Canadian and American Language arts textbooks: An exploratory study. English for Specific Purposes, 26, 180-202.
Shi, L. (2006). Cultural backgrounds and textual appropriation. Language Awareness, 15, 264-282.
Shi, L., Wang, W., & Xu, J. (2005). Publication culture of foreign language education journals in China. TESOL Quarterly, 39, 765-776.
Kobuta, R., & Shi, L. (2005). Instruction and reading samples for opinion and argumentative writing in L1 junior high school textbooks in China and Japan. Journal of Asian Pacific Communication, 15, 97-127.
Shi, L. (2004). Textual borrowing in second language writing. Written Communication, 21, 171-200.
Yang, L., & Shi, L. (2003). Exploring six MBA students’ summary writing by introspection. Journal of English for Academic Purposes, 165-192.
Shi, L. (2003). Writing in two cultures: Chinese professors return from the West. The Canadian Modern Language Review, 59, 369-391.
Shi, L., & Becket, G. (2002). Japanese exchange students’ writing experiences in a Canadian University. TESL Canada Journal, 20, 38-56.
Shi, L. (2002). How western-trained Chinese TESOL professionals publish in their home environment. TESOL Quarterly, 36, 625-634.
Shi, L. (2001). Native and nonnative speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, 18, 303-325.
Shi, L., Corcos, R., & Storey, A. (2001). Using students’ performance data to develop an English course for clinical training. English for Specific Purposes, 20, 207-231.
Shi, L. (1998). Effects of prewriting discussions on adult ESL students’ compositions. Journal of Second Language Writing, 7, 319-345.
Shi, L. (1998). Negotiated interaction in teacher-led versus peer group adult ESL discussions. TESL Canada Journal, 16, 54-74.
Shi, L., & Cumming, A. (1995). Teachers’ conceptions of second-language writing instruction: Five case studies. Journal of Second Language Writing, 4, 87-111.