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When “California Fever” raced through southeastern Ohio in the spring of 1849, a number of residents of Athens County organized a cooperative venture for traveling overland to the mines. Known as the “Buckeye Rovers,” the company began its trip westward in early April. The Buckeye Rovers, along with thousands who traveled the overland route to California, endured numerous hardships and the seemingly constant threat of attacks from hostile Indians. On reaching their destination, the Ohioans discovered that rich deposits of gold were extremely rare, and that except for a few lucky fortune–seekers, mining required hard physical labor and yielded small rewards. They persisted nonetheless and most of the company returned to Athens in late 1851 or early 1852 with modest fortunes.

The arduous experiences of the overland trek were recorded by two Buckeye Rover diarists. The more compete account was compiled by John Banks. He wrote effusively while on the trail and throughout his stay of more than two years in the gold regions. J. Elza Armstrong, by contrast, was brief, even laconic, and his journal ended upon reaching California. The contrast between the two brings into focus the divergent personalities who were drawn to California by the lure of gold.

A nine–month segment of Bank’s diary, from February to November, 1851, had been missing at the time the story of the Buckeye Rovers was first published in 1965. This revised and enlarged edition contains the complete diaries. They offer valuable record of the Buckeyes’ adventures from the time they left home until the time they departed California for the return trip to Ohio.

In this substantively revised new edition, Hirvela moves beyond the argument he made in the first edition of the value of connecting reading and writing. This new edition explains various dimensions of those connections and offers a fresh look at how to implement them in L2 writing instruction. It also provides both new and experienced teachers of writing with a solid grounding in the theoretical foundations and pedagogical possibilities associated with reading-writing connections.
 
The new edition features two new chapters. The first is a chapter on assessment because students are now being asked to connect reading and writing in the classroom and on formal assessments like the TOEFL®. The second new chapter is an argument for accounting for transfer elements in the teaching and researching of reading-writing connections.
 
The goals of this revised volume are to provide: resources for those wishing to pursue reading-writing connections, summaries of the beliefs underlying those connections, ideas for teaching the connections in the classroom, and information about the work others have done to develop this domain of L2 writing.

In the years since the first edition of Controversies in Second Language Writing was published, there been little to no clear resolution of the controversies Casanave so accessibly and fair-mindedly laid out. In fact, many of them have become far more complex and intertwined with many other 21st century issues that teachers of L2 writing cannot help but be affected by in their classrooms. Therefore, this second edition has set out to address: What issues if any have been resolved? What issues have had lasting power from the past, either because people are resistant to change or because the issues continue to be unresolved ones that writing teachers and scholars need to keep discussing?

The second edition is a thorough revision with all chapters updated to refer to works written since the first edition was published. A few chapters have been added: one devoted to writing in a digital era (Chapter 3); one devoted to the debates about English as a lingua franca, "translingual literacy practices," and other hybrid uses of English that have been ongoing in the last ten years (Chapter 4); and one giving special attention to issues related to writing from sources and plagiarism (Chapter 6).

As with the first edition, the second edition of Controversies is not a book that will teach readers how to do things. Rather, it is a book designed to help readers think and to wrestle with issues in L2 writing that are not easily resolved by how-to prescriptions.
 

Since the publication of the first edition in 2002, there have been two major developments in L2 writing and peer response teaching and research. The first is the increased interest in CALL and computer-mediated communication (CMC) for L2 pedagogy; the second is the accessibility and viability of research on L2 peer response from all over the world. Both developments are thoroughly addressed in this new edition.
 
Now that classes are as likely to be online as held in physical classrooms and now that a new generation of digital natives can routinely read and respond to what others write via laptops, tablets, and phones, peer response as pedagogical practice is not just more easily implemented, but it is more likely to feel natural to L2 learners.
 
The Second Edition is a highly accessible guide to how the world is using peer response and serves as a motivator and facilitator for those who want to try it for the first time or want to increase the effectiveness of the activities—whether via CMC or not. The volume includes 11 forms useful in training students to provide good peer feedback, including a final checklist to ensure teachers have taken all the necessary steps to achieve a successful peer feedback activity.

Heliand, the Old Saxon poem based on the life of Christ in the Gospels, has become more available to students of Anglo-Saxon culture as its influence has reached into a wider range of fields from history to linguistics, literature, and religion. In Perspectives on the Old Saxon Heliand, Valentine Pakis brings together recent scholarship that both addresses new turns in the field and engages with the relevant arguments of the past three decades. Furthering the ongoing critical discussion of both text and culture, this volume also reflects on the current state of the field and demonstrates how it has evolved since the 1970s.

Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers.

The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.