ABSTRACT
In this final chapter, we focus on an issue that is important but often overlooked in discussions of writing instruction (see MacDonald, 2007): the continued development of students’ language proficiency in the writing or literacy course. It is a bit
surprising that this is such a neglected topic. Certainly, when writing instructors think about teaching L2 writers, one of the first concerns that comes to mind is linguistic challenges that may inhibit students from writing as successfully as they need and want to (Ferris, Brown, et al., 2011).
