This collection of articles, edited by Matsuda and Silva, is a valuable resource for both new and established researchers in the field of second language (L2) writing. The main goal of the text is to give readers insight into the messy realities of conducting research in this area by discussing issues that are not included in introductory books on research methodology. The volume is divided into three parts: “Research as Situated Knowledge Construction,” “Conceptualizing L2 Writing Research,” and “Collecting and Analyzing Data.”

In Part 1, Silva opens by examining the philosophical foundations of inquiry into L2 writing, a topic that is generally neglected within the field. Casanave's discussion of the use of narrative and Matsuda's overview of historical inquiry for L2 writing research complete this section. Both authors argue convincingly in favor of these less common approaches with fascinating examples from their own research experiences.

Part 2, “Conceptualizing L2 Writing Research,” is composed of six chapters in which the authors explain the reasoning behind their research. The researchers describe the process of designing and conducting their studies and discuss underlying considerations that would never be described in a published research study. For example, in chapter 4, “Situated Qualitative Research and Second Language Writing,” Atkinson provides several sections of interview transcripts. Not only does the researcher show us sample transcripts, he also explains how the social context affected the outcome of the interviews. A wide variety of methodological approaches is covered, including a multimethod approach (Flowerdew, chapter 5), hypothesis generation and hypothesis testing (Masaki, chapter 6), cross-modality research into speaking/writing connections (Weissberg, chapter 7), and the use of prototype theory (Haswell, chapter 8). The final chapter of this section highlights the important issue of the representation of L2 writers in cross-cultural research (Li, chapter 9).

In Part 3, we learn about the trials and tribulations of collecting and analyzing data. The authors give frank accounts of the difficulties that they have faced, such as finding suitable subjects and sample texts, gathering data in the field, determining appropriate coding systems, and interpreting findings. The chapters examine a range of research concerns that include conducting qualitative research into writing practices in a medical setting (Parks, chapter 10), coding qualitative data concerning student reactions to teacher feedback (Brice, chapter 12), using discourse analysis to examine student use of authorial pronouns (Hyland, chapter 13), and managing concurrent protocols to investigate composing processes (Manchón, Murphy, and Roca de Larios, chapter 14). Two chapters in this section are particularly striking. In chapter 11, “Mucking Around in the Lives of Others,” Blanton describes an ethical dilemma that she faced after conducting a qualitative research study. She finishes by cautioning us to choose a research population “very, very carefully” (p. 156). Another memorable chapter is Hudelson's discussion of a longitudinal study in a bilingual program that she had conducted 10 years earlier (chapter 15); the knowledge that Hudelson has gained since that time has dramatically changed her views about how she would now approach this type of study and even how she would interpret her previous findings. From this, we see how a researcher can develop over time by continuing to explore the literature and by pausing to carefully reflect on past work.

The volume finishes with a coda, “Tricks of the Trade: The Nuts and Bolts of L2 Writing Research,” contributed by Ferris. This chapter will be particularly useful and encouraging for new researchers. Ferris outlines her early publishing experiences and how these led to a productive research career despite the challenges along the way.

This volume would be a helpful resource for anyone interested in researching L2 writing. Although the chapters focus on writing in English as a L2, the methods described here could be applied by those researching writing in other L2s. I would like to have read more on quantitative methods and how to combine quantitative and qualitative approaches. Nevertheless, the volume makes an important contribution because there is currently scant discussion on methodological practices in the field. Certainly, this collection succeeds in shedding light on the issues and challenges surrounding L2 writing research.