ABSTRACT
The preceding chapters in this book have described the diverse contexts in which L2 writing is taught and learned. Integral to, and cutting across, these varied contexts are common pedagogical principles for education in L2 writing. These pedagogical purposes are guided at a macro-level by curriculum and program policies. At a micro-level, they are enacted by instructional practices and activities in courses or informal contexts for learning. Curricula and policies for L2 writing may be formulated explicitly or enacted implicitly-or combinations of both-and organized at a program, institutional, state, or national level. Teaching L2 writing fundamentally involves individual instructors’ choices, ongoing decisions, and actions to organize activities relevant to the learning purposes of a group of participating students as well as their curriculum, institutional, and societal contexts.
