{"title":"Engaging in a University Curriculum Involving Sustainability Themes: A Two-Year Case Study of a First-year Writing Course","authors":"Tara Hembrough","doi":"10.1558/wap.34315","DOIUrl":"https://doi.org/10.1558/wap.34315","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"44 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90890914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It first considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key steps in the implementation of such a programme of strategy-based instruction. To exemplify this, the paper reports on data throughout from an empirical study involving a classroom intervention of explicit strategy-based instruction which was delivered first in the German FL classroom, and later also in the English classroom of a Year 9 (age 13–14) class in a secondary school in England. The aim was to help students to develop their writing strategies and to encourage transfer between languages. Findings suggest that while a programme of strategy-based instruction can improve strategy use and attainment in writing within a particular language context, effects are most powerful when there is collaboration between L1 and FL teachers. Evidence therefore calls for a multilingual approach to writing pedagogy. This work is licensed under a Creative Commons Attribution 4.0 International License .
{"title":"Teaching for transfer between first and foreign language classroom contexts: Developing a framework for a strategy-based, cross-curricular approach to writing pedagogy","authors":"K. Forbes","doi":"10.1558/WAP.34601","DOIUrl":"https://doi.org/10.1558/WAP.34601","url":null,"abstract":"Writing is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It first considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key steps in the implementation of such a programme of strategy-based instruction. To exemplify this, the paper reports on data throughout from an empirical study involving a classroom intervention of explicit strategy-based instruction which was delivered first in the German FL classroom, and later also in the English classroom of a Year 9 (age 13–14) class in a secondary school in England. The aim was to help students to develop their writing strategies and to encourage transfer between languages. Findings suggest that while a programme of strategy-based instruction can improve strategy use and attainment in writing within a particular language context, effects are most powerful when there is collaboration between L1 and FL teachers. Evidence therefore calls for a multilingual approach to writing pedagogy. This work is licensed under a Creative Commons Attribution 4.0 International License .","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"47 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77839026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In response to current trends in Composition as well as the challenges of langauging and pedagogy in the global reality, this qualitative classroom-based action research study was designed to gain a better understanding of strategies, practices, and competences exhibited by students of various linguistic and cultural backgrounds when composing, reading, and responding to the narratives of their peers in a multi- lingual composition class. In a focused presentation of a single student case study, the manuscript conceptualizes ‘effective’ writing in global contexts, outlines successful strategies to gain the ‘buy-in’ from culturally and linguistically diverse audiences when composing transnationally and translingually. The study concludes by suggesting ways and strategies to transform ‘traditional’ peer response assignments to engage global rhetorics and transnational frameworks for the sake of all students and their success communicating across languages, rhetorics, borders, and modes.
{"title":"Composition going global: The ‘Why?’ and the ‘How?’ of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries","authors":"Margaret-Anne Houston","doi":"10.1558/WAP.35191","DOIUrl":"https://doi.org/10.1558/WAP.35191","url":null,"abstract":"In response to current trends in Composition as well as the challenges of langauging and pedagogy in the global reality, this qualitative classroom-based action research study was designed to gain a better understanding of strategies, practices, and competences exhibited by students of various linguistic and cultural backgrounds when composing, reading, and responding to the narratives of their peers in a multi- lingual composition class. In a focused presentation of a single student case study, the manuscript conceptualizes ‘effective’ writing in global contexts, outlines successful strategies to gain the ‘buy-in’ from culturally and linguistically diverse audiences when composing transnationally and translingually. The study concludes by suggesting ways and strategies to transform ‘traditional’ peer response assignments to engage global rhetorics and transnational frameworks for the sake of all students and their success communicating across languages, rhetorics, borders, and modes.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"34 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82950259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Affect is an important predictor of writers’ performance. Though writing affect has been researched since the mid-1970s, few works have addressed the ways to motivate students to write and/or help them avoid demotivation. This paper suggests some guidelines that teachers can follow to help L2 students overcome negative writing affect. After briefly highlighting the aspects of negative writing affect and describing its causes, the paper provides five main guidelines for helping demotivated L2 students to write. These guidelines are: improving students’ linguistic knowledge, integrating technological tools in writing instruction, nurturing students’ positive beliefs about writing, optimizing teacher feedback, and orchestrating peer assessment activities. The first two pedagogical guidelines are concerned with fostering students’ positive writing affect indirectly through enabling them to overcome their composing problems and write in a supportive environment, whereas the last three focus on enhancing it directly by nurturing their positive beliefs about and attitudes towards writing. Each guideline is rationalized and described in detail.
{"title":"Helping L2 students overcome negative writing affect","authors":"M. M. Latif","doi":"10.1558/WAP.38569","DOIUrl":"https://doi.org/10.1558/WAP.38569","url":null,"abstract":"Affect is an important predictor of writers’ performance. Though writing affect has been researched since the mid-1970s, few works have addressed the ways to motivate students to write and/or help them avoid demotivation. This paper suggests some guidelines that teachers can follow to help L2 students overcome negative writing affect. After briefly highlighting the aspects of negative writing affect and describing its causes, the paper provides five main guidelines for helping demotivated L2 students to write. These guidelines are: improving students’ linguistic knowledge, integrating technological tools in writing instruction, nurturing students’ positive beliefs about writing, optimizing teacher feedback, and orchestrating peer assessment activities. The first two pedagogical guidelines are concerned with fostering students’ positive writing affect indirectly through enabling them to overcome their composing problems and write in a supportive environment, whereas the last three focus on enhancing it directly by nurturing their positive beliefs about and attitudes towards writing. Each guideline is rationalized and described in detail.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"26 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78275404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) with grade 3–5 d/Dhh students in a variety of settings were observed using a space referred to as ‘the language zone’ to address the unique language and literacy needs of d/Dhh students. The language zone is the designated space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the three purposes for which the teachers use the space. Accompanying scenarios provide concrete examples of three distinct ways in which the language zone can be used. Teachers can use this language zone flow chart as a tool to recognize, analyze and select instructional moves that have the potential to positively impact the language and literacy proficiencies of d/Dhh students.
{"title":"The Language Zone: Differentiating writing instruction for students who are d/Deaf and hard of hearing","authors":"Hannah M. Dostal, Kimberly Wolbers, J. Kilpatrick","doi":"10.1558/WAP.30045","DOIUrl":"https://doi.org/10.1558/WAP.30045","url":null,"abstract":"Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) with grade 3–5 d/Dhh students in a variety of settings were observed using a space referred to as ‘the language zone’ to address the unique language and literacy needs of d/Dhh students. The language zone is the designated space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the three purposes for which the teachers use the space. Accompanying scenarios provide concrete examples of three distinct ways in which the language zone can be used. Teachers can use this language zone flow chart as a tool to recognize, analyze and select instructional moves that have the potential to positively impact the language and literacy proficiencies of d/Dhh students.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"95 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85107939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karin Tusting, D. Barton, Sharon Mcculloch, Uta Papen, D. Potts
This paper highlights the importance, when researching writing across the lifespan, of addressing a range of aspects of social context which change over time, particularly focusing on tools, values, relationships and identities. It illustrates this argument by drawing on a range of empirical studies exploring different aspects of writing in university settings, working with adults at a range of levels from Masters through doctoral study to academics' working lives, and reflects on the implications of this research for lifespan writing studies more generally. The projects drawn on include a study of multimodal feedback on postgraduate student writing and students' responses to this; a detailed study of academics' writing practices in the context of structural changes in Higher Education; and an interview study with PhD students participating in writing retreats, reflecting on their writing experiences. Drawing on findings from this work, we argue that shifts in material, social and institutional dimensions of context have a significant impact on what individuals write and on the writing practices that they develop. We particularly highlight the role of changing tools for writing and values around writing, and the importance of transformations in identity and relationships. We argue that the tradition of literacy studies research, drawn on by all the projects described in this paper, provides the theoretical and methodological resources to approach such aspects of academic writing development across the lifespan, by adopting a holistic perspective on writing which locates writing as situated practice and thereby provides insight into these social and contextual influences.
{"title":"Researching writing across the lifespan: The value of literacy studies for highlighting social and contextual aspects of change","authors":"Karin Tusting, D. Barton, Sharon Mcculloch, Uta Papen, D. Potts","doi":"10.1558/WAP.34589","DOIUrl":"https://doi.org/10.1558/WAP.34589","url":null,"abstract":"This paper highlights the importance, when researching writing across the lifespan, of addressing a range of aspects of social context which change over time, particularly focusing on tools, values, relationships and identities. It illustrates this argument by drawing on a range of empirical studies exploring different aspects of writing in university settings, working with adults at a range of levels from Masters through doctoral study to academics' working lives, and reflects on the implications of this research for lifespan writing studies more generally. The projects drawn on include a study of multimodal feedback on postgraduate student writing and students' responses to this; a detailed study of academics' writing practices in the context of structural changes in Higher Education; and an interview study with PhD students participating in writing retreats, reflecting on their writing experiences. Drawing on findings from this work, we argue that shifts in material, social and institutional dimensions of context have a significant impact on what individuals write and on the writing practices that they develop. We particularly highlight the role of changing tools for writing and values around writing, and the importance of transformations in identity and relationships. We argue that the tradition of literacy studies research, drawn on by all the projects described in this paper, provides the theoretical and methodological resources to approach such aspects of academic writing development across the lifespan, by adopting a holistic perspective on writing which locates writing as situated practice and thereby provides insight into these social and contextual influences.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"12 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72833043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studying development of writing across the lifespan contains many challenges, but research is now emerging, starting to fill in a dynamic picture of trajectories of development. The study is necessarily complex, multidisciplinary, and collaborative. This special issue contributes to this emerging research focus.
{"title":"Lives of writing","authors":"C. Bazerman","doi":"10.1558/WAP.37066","DOIUrl":"https://doi.org/10.1558/WAP.37066","url":null,"abstract":"Studying development of writing across the lifespan contains many challenges, but research is now emerging, starting to fill in a dynamic picture of trajectories of development. The study is necessarily complex, multidisciplinary, and collaborative. This special issue contributes to this emerging research focus.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84476993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As we enter the era of bullshitology, methods of evaluating ‘authenticity’ become even more necessary. Celebrity writers of color, like all writers, have to present themselves as themselves in literary discourse. However, due to the discursive tendency to pigeonhole authors of color, such authors instead construct a public persona to negotiate the paradoxical position they inhabit within the discourse. Junot Diaz, author of Pulitzer Prize-winning The Brief Wondrous Life of Oscar Wao, presents himself differently across different communicative contexts, by indexing existing metapragmatic stereotypes regarding the ‘authentic’ author. The results emerge as demonstrating Diaz’s style-shifts that occur according to the size of the communicative contexts. The smaller the communicative platform, the more Diaz assuredly resists pigeonholing. Similarly, the larger the platform, the more Diaz capitulates towards pre-determined discursive labels. Such an outcome underlines the challenge contemporary authors face in order to remain viable and exert influence over prevailing cultural conversations.
{"title":"‘Will the real writer please stand up’: Flawed discursive self-presentation by Junot Diaz","authors":"Sreedhevi Iyer","doi":"10.1558/wap.35202","DOIUrl":"https://doi.org/10.1558/wap.35202","url":null,"abstract":"As we enter the era of bullshitology, methods of evaluating ‘authenticity’ become even more necessary. Celebrity writers of color, like all writers, have to present themselves as themselves in literary discourse. However, due to the discursive tendency to pigeonhole authors of color, such authors instead construct a public persona to negotiate the paradoxical position they inhabit within the discourse. Junot Diaz, author of Pulitzer Prize-winning The Brief Wondrous Life of Oscar Wao, presents himself differently across different communicative contexts, by indexing existing metapragmatic stereotypes regarding the ‘authentic’ author. The results emerge as demonstrating Diaz’s style-shifts that occur according to the size of the communicative contexts. The smaller the communicative platform, the more Diaz assuredly resists pigeonholing. Similarly, the larger the platform, the more Diaz capitulates towards pre-determined discursive labels. Such an outcome underlines the challenge contemporary authors face in order to remain viable and exert influence over prevailing cultural conversations.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"132 1","pages":"377-412"},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89119287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. A. Farsani, E. Abdollahzadeh, Maryam Beikmohammadi
The current study examined the relationships among self-regulated learning, metacognitive awareness, and EFL learners’ performance in argumentative writing. We collected data through two questionnaires (i.e., Motivated Strategies for Learning Questionnaire (MSLQ); Metacognitive Awareness Inventory (MAI)), and an argumentative writing task administered to 250 Iranian graduate students of TEFL in 11 universities across Iran. Using LISREL version 8.8, we ran structural equation modeling (SEM) to analyze the hypothesized relationships. The results revealed that although the SEM enjoyed a good fit on the hypothesized relationships among selfregulated learning, metacognitive awareness, and argumentative writing, the significant influence of metacognitive awareness and self-regulated learning on students’ argumentative writing performance could not be postulated. Finally, the pedagogical implications for writing instruction and research are discussed. 800x600 Normal 0 false false false EN-US X-NONE AR-SA
{"title":"Self-regulated Learning, Metacognitive Awareness, and Argumentative writing: A Structural Equation Modeling Approach","authors":"M. A. Farsani, E. Abdollahzadeh, Maryam Beikmohammadi","doi":"10.1558/wap.37051","DOIUrl":"https://doi.org/10.1558/wap.37051","url":null,"abstract":"The current study examined the relationships among self-regulated learning, metacognitive awareness, and EFL learners’ performance in argumentative writing. We collected data through two questionnaires (i.e., Motivated Strategies for Learning Questionnaire (MSLQ); Metacognitive Awareness Inventory (MAI)), and an argumentative writing task administered to 250 Iranian graduate students of TEFL in 11 universities across Iran. Using LISREL version 8.8, we ran structural equation modeling (SEM) to analyze the hypothesized relationships. The results revealed that although the SEM enjoyed a good fit on the hypothesized relationships among selfregulated learning, metacognitive awareness, and argumentative writing, the significant influence of metacognitive awareness and self-regulated learning on students’ argumentative writing performance could not be postulated. Finally, the pedagogical implications for writing instruction and research are discussed. 800x600 Normal 0 false false false EN-US X-NONE AR-SA","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"37 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78015185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay reviews Charles Bazerman, Arthur Applebee, Virginia Berninger, Deborah Brandt, Steve Graham, Jill Jeffery, Paul Matsuda, Sandra Murphy, Deborah Wells Rowe, Mary Schleppegrell, and Kristen Wilcox’s edited volume, The Lifespan Development of Writing.
{"title":"The Lifespan Development of Writing","authors":"J. Early","doi":"10.1558/WAP.35004","DOIUrl":"https://doi.org/10.1558/WAP.35004","url":null,"abstract":"This essay reviews Charles Bazerman, Arthur Applebee, Virginia Berninger, Deborah Brandt, Steve Graham, Jill Jeffery, Paul Matsuda, Sandra Murphy, Deborah Wells Rowe, Mary Schleppegrell, and Kristen Wilcox’s edited volume, The Lifespan Development of Writing.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"16 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89331546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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