Appendix I: Final Draft Evaluation Form (Adapted from Jacobs et al., 1981) -- Part II: Instruction in Specific EAP Knowledge and Skills: Academic Genre-Based Instruction -- Chapter 5: The Challenge of Genre in the Academic Writing Classroom: Implications for L2 Writing Teacher Education -- Introduction -- Early Undergraduate Writing in the United States -- Challenges to Teaching with Genre in First-Year Writing: Teachers' Perspectives -- Implications for Teacher Education -- Conclusion -- References -- Chapter 6: Creating an Effective Argument in Different Academic Genres: A Scaffolded Approach -- Introduction -- Knowledge and Understanding of the Concepts of Argument and Argumentation -- Why Student Writers May Have Difficulty with the Creation of an Argument -- Pedagogical Approaches to the Creation of an Effective Argument -- A Seven-Stage Scaffolded Approach to the Creation of a Dissertation Literature Review Argument -- References -- Chapter 7: L2 Undergraduate Students Learning to Write Using Sources: A Trajectory of Skill Development -- Introduction -- Scholarly Understanding: From Plagiarism to Language Reuse -- The Multiple Skill Components of Writing Using Sources -- Current Research and Scholarship -- A Trajectory of Skill Development in Writing Using Sources -- Suggestions for Units of Instruction in Writing Using Sources -- Suggested Instructional Tasks and Activities -- Conclusion -- References -- Instructional Tasks and Activities -- Chapter 8: Literate Talk: Supporting EAL Students' Academic Writing -- Introduction -- Literate Talk and Teachers' Knowledge about Language -- Elaborating Literate Talk: Talking to Learn and Learning to Talk -- The Mode Continuum and the Place of Literate Talk in a Year 6 Science Program -- Conclusions -- References -- Chapter 9: Implementing and Assessing Collaborative Writing Activities in EAP Classes