"Composition writing might function broadly as a psycholinguistic output condition wherein learners analyze and consolidate second language knowledge that they have previously (but not yet fully) acquired" (p. 483)
"To understand the nature of reading and writing relationships, it is not enough to state theoretical positions on reading and writing abilities. One must first establish, at least to a minimal degree some theoretical assumptions about each of the following: 1. A theory of language 2. A theory of learning 3. A theory of language processing 4. A theory of motivation and effective factors 5. A theory of social context influences 6. A theory of background knowledge and its role in reading and writing" (p. 16) Reading-writing relations: Theoretical perspectives and instructional practice.
"To fully understand the status of reading and writing in L2 contexts, then, the scope of our investigation cannot be limited to theoretical or pedagogical concerns but must also include examinations of larger social, political, and historical contexts" (p. 101) Reexamining audiolingualism: On the genesis of reading and writing in L2 studies
"it is increasingly apparent that the act of writing may promote general proficiency in ways that have not always been acknowledged" (p. 11)
"To describe second language writing, research and theories need: (a) to determine what is essential to this domain, distinguishing what is peripheral or interdependent on other phenomena; (b) to address the basic phenomena (p. 40) that commonly feature in education; and (c) to relate integrally to a range of situations both locally and around the world. I believe these are the major challenges for theories and research about second language writing in the coming years. Without addressing these issues in a comprehensive way, research into specific aspects of second language writing risk being activities like my chipping away at slate, as a child, without a guiding purpose or benefit" (p. 41).
SLA can be viewed as the sum of "gradual and non-linear changes in both linguistic and metalinguistic behavior" that includes not only "the appropriate use of linguistic forms but also, for example, the constructs of emergence, detection, restructuring, and awareness" (p.75)