This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic
changing nature of (learner-internal and learner-external) variables that influence strategic
competence for developing EFL ESL writers. This competence was found necessary for
international graduate students to move from writer-centered learning to reader-centered
communication. The research instruments proved to be practical tools for guiding learners'
processes of learning and writing a scholarly paper or article and avoiding plagiarism. The
implication for teachers and program administrators is a systematic approach for developing
self-regulation (control) in EFL ESL writing. The first part of the book reports on the mixed
methods (quantitative and qualitative) research. The second part gives an in-depth report of
the 6 cases used in the research. The third part presents tools for systematically developing
self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for
formative assessment that are valid and reliable and (b) a model syllabus for teachers that
can be adapted across disciplines and genres. These tools deal with learning strategies and
their applications to writing and writing instruction.
