本书通过研究有过工作经验的留美研究生（简称为IPGS）的英语学术素养社会化经历，探讨了美国大的学科环境和学生所处的学院环境如何影响学术写作社会化进程，学生所处的学院环境和课堂环境如何影响IPGS的学术口语社会化进程。

Chapter One Introduction
1.1 Background and Context
1.2 Purpose Statement and Research Questions
1.3 Definition of Terms
1.4 Significance of the Study
1.5 Rationale of the Study
1.6 Overview of the Book
Chapter Two Relevant Studies on IPGS'Academic Literacy Soization
2.1 Overview
2.2 English Academic Literacy Soization
2.3 Issues Differentiating IPGS from IGS in Graduate School Experiences
2.3.1 Age-related issues
2.3.2 Professional experiences
2.3.3 Status as academic sojourners
2.4 IPGS'Academic Written Discourse Soization
2.4.1 Acquisition of discipline-specific English literacy practices
2.4.2 Literacy identity transformation
2.4.3 So interactions with community members
2.5 IPGS'Academic Oral Discourse Soization
2.5.1 Inside classroom participation
2.5.2 Outside classroom interactions
2.6 Research Gaps
2.7 Conclusion
Chapter Three Theoretical Framework
3.1 Epistemological Stance
3.1.1 Zone of Proximal Development
3.1.2 The dialectics of mind
3.1.3 Agency
3.2 Theoretical Framework
3.2.1 Community of Practice
3.2.2 Language Soization
3.2.3 Summary
Chapter Four Research Methodology
4.1 Design of the Study
4.1.1 Rationale for a qualitative study
4.1.2 Rationale for a qualitative case study
4.2 Research Context
4.2.1 Research site
4.2.2 Researcher positionality
4.2.3 Participants and sampling strategies
4.3 Data Collection Methods
4.3.1 Individual interviews
4.3.2 Classroom observations
4.3.3 Focus group interview
4.3.4 Document review
4.4 Data Analysis
4.4.1 Data management
4.4.2 Unit of analysis
4.4.3 Analyzing,coding and categorizing data
4.4.4 Analytic memos
4.5 Ethical Considerations
4.5.1 Procedural issues
4.5.2 Trustworthiness of the findings
4.5.3 Reciprocity
4.6 Exit Strategy
Chapter Five Participants'Profiles
5.1 Student Participants'Profiles
5.1.1 Barbara's profile
5.1.2 Chris'profile
5.1.3 Ellen's profile
5.1.4 Gloria's profile
5.1.5 Amy's profile
5.1.6 David's profile
5.1.7 Felicia's profile
5.1.8 Helen's profile
5.2 Professor Participants'Profiles
5.2.1 Linda's profile
5.2.2 Madelyn's profile
Chapter Six Identities and Academic Literacy Soization
6.1 Professional Identity and Academic Literacy Soization
6.1.1 Prior professional identity and academic literacy soization
6.1.2 Envisioned professional identity and academic literacy soization
6.1.3 Age-related issues and academic study
6.2 IGS Identity and Academic Literacy Soization
6.2.1 Learner identity and academic literacy soization
6.2.2 EAL identity and academic literacy soization
6.2.3 Cultural identity and academic literacy soization
6.3 Conclusion and Discussion
Chapter Seven Graduate Program Contexts and Academic Literacy Soization
7.1 Graduate Program Contexts and Academic Writing Soization
7.1.1 The broader disciplinary communities of practice and academic writing soization
7.1.2 The institutional communities of practice and academic writing soization
7.2 Graduate Program Contexts and Academic Speaking Soization
7.2.1 The classroom communities of practice and academic speaking soization
7.2.2 The institutional communities of practice and academic speaking soization
7.3 Conclusion and Discussion
Chapter Eight Conclusion,Implieations and Limitations
8.1 Conclusion
8.2 Implications
8.2.1 Implications for pedagogy
8.2.2 Implications for theory
8 28.2.3 Implications for research
8.3 Limitations
References
Postscript