Academic Background: Ph.D.
in Applied Linguistics, 1994, Northern Arizona University.
Dissertation: Effects of Training for Peer Revision
in College Writing Classes
- Methods of Teaching English as a Second Language
- TESL Curriculum
- Language Testing
- Introduction to Graduate Studies in Applied Linguistics
- Writing Processes in the Second Language
- Grammatical Structures of American English
- Research Lab (I, II, III, IV, & VI)
Research (selected publications)
Zhu, W. (2006). Interaction and feedback in mixed peer response
groups. In P. K. Matsuda, M. Cox, J. Jordan, & Ortmeier-Hooper
(Eds.), Second-language writing in the composition classroom: A
critical sourcebook (pp. 186-209). Boston & New York: Bedford/St.
Martin’s. This is a reprint of an article originally published
in the Journal of Second Language Writing in 2001.
Zhu, W. (2006). Understanding context for writing in university
content classrooms. In P. K. Matsuda, C. Ortmeier-Hooper, &
X. You (Eds.), The Politics of Second Language Writing (pp. 129-146).
West Lafayette, IN: Parlor Press.
Zhu, W. (2005). Source articles as scaffolds in reading to write:
The case of a Chinese student writing in English. Journal of Asian
Pacific Communication, 15 (1), 129-152.
Zhu, W., & Flaitz, J. (2005). Using Focus group methodology
to understand international students' academic language needs: A
comparison of perspectives. TESL-EJ, 8 (4).