On Language and Literacy Needs Assessment and Program Assessment

TESOL 2014, Portland

On Language and Literacy Needs Assessment and Program Assessment

Altschuld, J. W., & Witkin, B. R. (2000). From needs assessment to action: Transforming needs into solution strategies. Thousand Oaks, CA: Sage Publications.

Cox, M. (2011). WAC: Closing Doors or Opening Doors for Second Language Writers? Across the Disciplines: A Journal of Language, Learning, and Academic Writing, 8, n.p. Retrieved from (to see Angela Dadak’s survey)

Henrichsen, Lynn. (1994). Conducting an ESL program self-study: 20 lessons from experience. TESOL Journal, 3(4), 8-13.

Oanh, H. & Duong, T. (2007). Meeting students’ needs in two EAP programmes in Vietnam and New Zealand: A comparative study. RELC Journal: A Journal of Language Teaching and Research, 38(3), 324-349.

Patton, M. D. (2011). Mapping the gaps in services for L2 writers. Across the Disciplines: A Journal of Language, Learning, and Academic Writing, 8, n.p. Retrieved from

Simpson, S. (2013). The language background survey: Issues of Construction and interpretation. CCCC, Las Vegas.

Wang, M-F. Bakken, L. (2004). An academic writing needs assessment of English-as-a-second-language clinical investigators. Journal of Continuing Education in the Health Professions, 24(3), 181-189.

On Models for Graduate-Level Writing Support

Cox, M. & Brunjes, A. (2013). Supporting faculty writing at a teaching-mission institution. In A. E. Geller & M. Eodice (Eds.), Working with faculty writers (191-209). Utah State University Press.

Delyser, D. (2003). Teaching graduate students to write: A seminar for thesis and dissertation writers. Journal of Geography in Higher Education, 27, 169-181.

Fredericksen, E. & Mangelsdorf, K. (2014). Graduate writing workshops: Crossing languages and disciplines. In T. M. Zawacki & M. Cox (Eds.), WAC and second language writers: Research towards linguistically and culturally inclusive practices and programs (347-367). Perspectives on writing series. WAC Clearinghouse and Parlor Press.

Frodesen, J. (1995). Negotiating the syllabus: A learning-centered, interactive approach to ESL graduate writing course design. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy(pp. 331-350). Norwood, NJ: Ablex.

Norris, C. & Tardy, C. (2006). Institutional politics in the teaching of advanced academic writing: A teacher-researcher dialogue. In P. K. Matsuda, C. Ortmeier-Hooper, & X. You (Eds.), The politics of second language writing: In search of the promised land (pp. 262-279). West Lafayette, IN: Parlor Press.

Phillips, T. (2014). Developing resources for success: A case study of a multilingual graduate student. In T. M. Zawacki & M. Cox (Eds.), WAC and second language writers: Research towards linguistically and culturally inclusive practices and programs (69-91). Perspectives on writing series. WAC Clearinghouse and Parlor Press.

Phillips, T. (2012). Graduate writing groups: Shaping writing and writers from student to scholar. Praxis: A Writing Center Journal, 10(1), n. p. Retrieved from

Phillips, T. (2013). Tutor training and services for multilingual graduate writers: A reconsideration. Praxis: A Writing Center Journal, 10(2), n.p. Retrieved from

Simpson, S. (2014). A graduate-level STEM communication fellows program for L1 and L2 students at a science and engineering university.CCCC, Indianapolis.

Simpson, S. (2013). Building for sustainability: Dissertation boot camp as a nexus of graduate writing support. Praxis: A Writing Center Journal, 10(2), n. p. Retrieved from

Simpson, S. (2012). The problem of graduate-level writing support: Building a cross-campus graduate writing initiative. WPA, 36(1), 95-118.

Michelle Cox, Dartmouth College,