Before the Dissertation concerns issues to consider before students start writing, indeed before they commit to a major high-stakes dissertation project, whether qualitative or quantitative or something in between. It is especially relevant for students who wish to do projects that involve a lengthy research period (which can add to stress), and that also involve reading, data collection, and writing in more than one language. From the earliest stages of doctoral work, even before the proposal stage, and during intermediate stages of preparation for a project as well, there are things to think about and discuss with friends, family, and advisers such as: Why do you want to pursue a doctoral degree? Do you fully understand what you are getting into? How will you manage to develop an appropriate topic? What will your role be in your project and what languages will you use with multilingual participants? How might you engage with reading, people, and personal writing at early stages in ways that will contribute to your project's development? How much attention should you pay to quality-of-life issues?

Before the Dissertation speaks to an audience in the social sciences, but in particular to doctoral students who have experience with and interest in international, multilingual, as well as native English speaking students and settings and who wish to investigate topics in (second) language and multicultural-transcultural education. Athough appropriate for use in English-dominant doctoral programs throughout the world, the book will relate more closely to students in the North American educational system than to ones, for example, in the British system. The main audience for this book is thus doctoral students who are first or second/additional users of English, who are interested in pursuing topics in one of the social sciences, including education and multilingual inquiry, and who may just be finishing course work in an English-dominant university and are wondering what might happen next.

Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research.

Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing.

Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.