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writing has long been perceived as a core academic literacy skill necessary for students studying in American universities to achieve academic success, yet limited research has been conducted with regards to the actual summary writing tasks that L2 writers encounter across the curriculum. To fill in this gap, this qualitative study examined the summary writing experiences and practices of a group of international undergraduate students as they navigate across different disciplinary courses. The major findings of the study will be discussed in this chapter, and pedagogical implications outlined.

Chapter 4. Bridging the Gap between ESL Composition Programs and Disciplinary Writing: The Teaching and Learning of Summarization Skill