In our Faculty Authors collection:
Hedgcock, John S. "Acquiring knowledge of discourse conventions in teacher education" in Burns, Ann and Richards, Jack C., eds. The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press, 2009.
Hedgcock, John S. "Lessons I Must Have Missed: Implicit Literacy Practices in Graduate Education" in Casanave, Christine Pearson & Li, Xiaoming, eds. Learning the Literacy Practices of Graduate School: Insiders' Reflectons on Academic Enculturation. Ann Arbor: University of Michigan Press, 2008.
Hedgcock, John S. "Reflections on Coauthorship and the Professional Dialogue: Risks and Rewards" in Casanave, Christine Pearson & Vandrick, Stephanie, eds. Writing for Scholarly Publication: Behind the Scenes in Language Education. Mahwah, N.J.: L. Erlbaum Associates, 2003.
Hedgcock, John S. "Taking Stock of Research and Pedagogy in L2 Writing" in Hinkel, Eli, ed. Handbook of Research in Second Language Teaching and Learning. Mahwah, N.J.: L. Erlbaum Associates, 2005.
Hedgcock, John S. and Ferris, Dana R. Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum, 2005.
Hedgcock, John and Ferris, Dana R. Teaching Readers of English: Students, Texts, and Contexts. New York: Routledge, 2009.
Hedgcock, John S. "Theory-and-Practice and Other Questionable Dualisms in L2 Writing" in Silva, Tony & Matsuda, Paul Kei, eds. Practicing Theory in Second Language Writing. Parlor Press: West Lafayette, IN, 2010