Pub Date : 2023-04-12DOI: 10.17239/jowr-2023.15.02.01
Rick Fisher, Cynthia H. Brock, Kate Muir Welsh, Gabriel P. Swarts
This qualitative study examined recounted experiences of nine faculty Academic Writing Fellows who participated in a year-long writing initiative that sought to foster productive academic writing practices. The initiative (including weekly writing groups, national writing mentors in each Fellow’s discipline, and two-weekend writing retreats) was designed to encourage habits and attitudes for successful academic writing through a community-based approach. Using Positioning Theory as an analytical lens, this study explored Fellows’ enactment of rights and duties and their evolving identities as academic writers. Our analyses indicate that the program functioned as a displacement space that allowed Fellows to explore their self-positioning as writers and to re-story themselves in productive ways. We argue that both spatial and temporal displacement contributed to participants’ opportunities for meaningful repositioning.
{"title":"An academic writing program as displacement space: New stories and new positions","authors":"Rick Fisher, Cynthia H. Brock, Kate Muir Welsh, Gabriel P. Swarts","doi":"10.17239/jowr-2023.15.02.01","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.02.01","url":null,"abstract":"This qualitative study examined recounted experiences of nine faculty Academic Writing Fellows who participated in a year-long writing initiative that sought to foster productive academic writing practices. The initiative (including weekly writing groups, national writing mentors in each Fellow’s discipline, and two-weekend writing retreats) was designed to encourage habits and attitudes for successful academic writing through a community-based approach. Using Positioning Theory as an analytical lens, this study explored Fellows’ enactment of rights and duties and their evolving identities as academic writers. Our analyses indicate that the program functioned as a displacement space that allowed Fellows to explore their self-positioning as writers and to re-story themselves in productive ways. We argue that both spatial and temporal displacement contributed to participants’ opportunities for meaningful repositioning.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"57 15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134953306","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}
Pub Date : 2023-04-09DOI: 10.17239/jowr-2023.15.02.02
Sugene Kim
To verify and extend the previous research claim that L2 students from collectivistic Asian cultures are resistant to criticizing others’ work due to a desire to preserve group cohesion, this study explored whether anonymity helps ameliorate their alleged reluctance to give negative feedback. Nineteen Japanese L2 students reviewed essays in the face-to-face and anonymous modes, and their feedback comments were comparatively analyzed according to the types, levels of negativity, and mitigation strategies implemented. The results showed that Japanese L2 students adopt an extremely polite interpersonal rhetorical stance regardless of the peer review mode. Criticism almost always assumes a mitigated form, and it is not uncommon to employ multiple mitigation strategies or lexical hedges in a single comment. The pragmatic competence with respect to hedging disagreement or requests did not correlate with the language used or the reviewer’s L2 proficiency. These observations suggest that the use of mitigating devices is transferred from learners’ L1 repertoire, indicating that cultural attributes might not be a major factor influencing Asian students’ reluctance to provide negative feedback in peer interactions.
{"title":"“Sorry, I don’t good English”: Japanese L2 students’ written peer feedback in the face-to-face and anonymous review modes","authors":"Sugene Kim","doi":"10.17239/jowr-2023.15.02.02","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.02.02","url":null,"abstract":"To verify and extend the previous research claim that L2 students from collectivistic Asian cultures are resistant to criticizing others’ work due to a desire to preserve group cohesion, this study explored whether anonymity helps ameliorate their alleged reluctance to give negative feedback. Nineteen Japanese L2 students reviewed essays in the face-to-face and anonymous modes, and their feedback comments were comparatively analyzed according to the types, levels of negativity, and mitigation strategies implemented. The results showed that Japanese L2 students adopt an extremely polite interpersonal rhetorical stance regardless of the peer review mode. Criticism almost always assumes a mitigated form, and it is not uncommon to employ multiple mitigation strategies or lexical hedges in a single comment. The pragmatic competence with respect to hedging disagreement or requests did not correlate with the language used or the reviewer’s L2 proficiency. These observations suggest that the use of mitigating devices is transferred from learners’ L1 repertoire, indicating that cultural attributes might not be a major factor influencing Asian students’ reluctance to provide negative feedback in peer interactions.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135648273","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}
Pub Date : 2023-03-28DOI: 10.17239/jowr-2023.15.02.06
Gary Troia, Frank Lawrence, Julie Brehmer, Kaitlin Glause, Heather Reichmuth
Much of the research that has examined the writing knowledge of school-age students has relied on interviews to ascertain this information, which is problematic because interviews may underestimate breadth and depth of writing knowledge, require lengthy interactions with participants, and do not permit a direct evaluation of a prescribed array of constituent knowledge elements. For these reasons, our goal in this study is to report the development, piloting, and field testing, using a sample of 335 students from grades 4 and 5, of four alternate versions of a writing knowledge assessment—the Student Knowledge of Writing Test (SKOWT)—that uses forced-choice responses to evaluate students’ knowledge of writing processes, genre elements, and linguistic features of written language. All versions of the SKOWT demonstrated adequate internal consistency reliability and construct validity based on exploratory factor analyses following deletion of some items. In addition, there was acceptable predictive criterion validity based on associations of SKOWT scores with subtests from the Test of Written Language-4 and measures of narrative, opinion, and informative essay quality. We discuss how the SKOWT might be used in future research and educational practice.
{"title":"Efficient measurement of writing knowledge with forced-choice tasks: Preliminary data using the student knowledge of writing tests","authors":"Gary Troia, Frank Lawrence, Julie Brehmer, Kaitlin Glause, Heather Reichmuth","doi":"10.17239/jowr-2023.15.02.06","DOIUrl":"https://doi.org/10.17239/jowr-2023.15.02.06","url":null,"abstract":"Much of the research that has examined the writing knowledge of school-age students has relied on interviews to ascertain this information, which is problematic because interviews may underestimate breadth and depth of writing knowledge, require lengthy interactions with participants, and do not permit a direct evaluation of a prescribed array of constituent knowledge elements. For these reasons, our goal in this study is to report the development, piloting, and field testing, using a sample of 335 students from grades 4 and 5, of four alternate versions of a writing knowledge assessment—the Student Knowledge of Writing Test (SKOWT)—that uses forced-choice responses to evaluate students’ knowledge of writing processes, genre elements, and linguistic features of written language. All versions of the SKOWT demonstrated adequate internal consistency reliability and construct validity based on exploratory factor analyses following deletion of some items. In addition, there was acceptable predictive criterion validity based on associations of SKOWT scores with subtests from the Test of Written Language-4 and measures of narrative, opinion, and informative essay quality. We discuss how the SKOWT might be used in future research and educational practice.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778113","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}
Pub Date : 2023-02-01DOI: 10.17239/jowr-2023.14.03.05
D. van den Bergh, N. Vandermeulen, M. Lesterhuis, S. de Maeyer, E. Van Steendam, Gert Rijlaarsdam, H. van den Bergh
{"title":"How Prior Information from National Assessments can be used when Designing Experimental Studies without a Control Group","authors":"D. van den Bergh, N. Vandermeulen, M. Lesterhuis, S. de Maeyer, E. Van Steendam, Gert Rijlaarsdam, H. van den Bergh","doi":"10.17239/jowr-2023.14.03.05","DOIUrl":"https://doi.org/10.17239/jowr-2023.14.03.05","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47242795","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}
Pub Date : 2023-02-01DOI: 10.17239/jowr-2023.14.03.01
I. Yahia, J. Egbert
{"title":"Supporting Non-Native-English Speaking Graduate Students with Academic Writing Skills: A Case Study of the Explicit Instructional Use of Paraphrasing Guidelines writing frequently","authors":"I. Yahia, J. Egbert","doi":"10.17239/jowr-2023.14.03.01","DOIUrl":"https://doi.org/10.17239/jowr-2023.14.03.01","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45911792","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}
Pub Date : 2023-02-01DOI: 10.17239/jowr-2023.14.03.03
J. Zhang, M. G. Lopez Wui, R. Nam, J. Eunjung Relyea, S. Wong
{"title":"Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues","authors":"J. Zhang, M. G. Lopez Wui, R. Nam, J. Eunjung Relyea, S. Wong","doi":"10.17239/jowr-2023.14.03.03","DOIUrl":"https://doi.org/10.17239/jowr-2023.14.03.03","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48270567","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}
Pub Date : 2023-02-01DOI: 10.17239/jowr-2023.14.03.04
Y. Yin, A. Parpala, A. Toom
{"title":"The Relationship between International Higher Education Students’ Writing Conceptions and Approaches to Learning","authors":"Y. Yin, A. Parpala, A. Toom","doi":"10.17239/jowr-2023.14.03.04","DOIUrl":"https://doi.org/10.17239/jowr-2023.14.03.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41781513","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}
Pub Date : 2023-02-01DOI: 10.17239/jowr-2023.14.03.02
S. Dagsland, A. H. Kvistad, H. Otnes
{"title":"The Complexity of Assignment Design: Functional Dimensions and Semiotic Domains in Assignments Designed by Teachers in the NORM-project","authors":"S. Dagsland, A. H. Kvistad, H. Otnes","doi":"10.17239/jowr-2023.14.03.02","DOIUrl":"https://doi.org/10.17239/jowr-2023.14.03.02","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47332706","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}
Pub Date : 2022-10-01DOI: 10.17239/jowr-2022.14.02.01
Marco VAN DE VEN, Abe D. Hofman, Elise H de Bree, E. Segers, L. Verhoeven, H.L.J. van der Maas
{"title":"Doubling up: The Influence of Native and Foreign Language Cues in Foreign Language Double Consonant Spelling","authors":"Marco VAN DE VEN, Abe D. Hofman, Elise H de Bree, E. Segers, L. Verhoeven, H.L.J. van der Maas","doi":"10.17239/jowr-2022.14.02.01","DOIUrl":"https://doi.org/10.17239/jowr-2022.14.02.01","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49491660","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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