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Toward Genre Access: A Micro-level Analytical Approach Written Communication (IF 2.447) Pub Date : 2024-02-24 Alisa Russell
Many genre scholars have focused on how individuals might build genre knowledge, generally understood as the enculturation processes, gradual stages, or ingredients that lead to one’s facility with a genre in context. While genre knowledge describes whether people can engage genres, it does not describe the various factors that shape how people may engage genres. By consolidating scholarship across
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Situating Evaluation and Authority: Direct Sponsorship in Letters of Recommendation Written Communication (IF 2.447) Pub Date : 2024-02-24 Lauren Tuckley, Catherine Salgado, Jessica Edens McCrary, Elise Rudt-Moorty
The letter of recommendation (LOR) is a stylized form of direct sponsorship, a rhetorical appeal that confers favor on a person or object in keeping with the writer’s—or sponsor’s—character, authority, and expertise. In response to Swales’s call to “unveil” the rhetorical features of occluded genres, this research employs a move-step analysis to determine the rhetorical features of a sample of 83 LORs
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A Direct Functional Measure of Text Quality: Did the Reader Understand? Written Communication (IF 2.447) Pub Date : 2024-02-24 Joachim Grabowski, Moti Mathiebe
Assessing text quality as an indication of underlying skills still remains challenging; irrespective of the approach, many studies struggle with reliability or validity problems. If writing is considered problem-solving, a report must make the reader understand the described situation and call for its mental reconstruction. Therefore, text quality may not only comprise linguistic aspects but also the
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Prolepsis and Rendering Futures in Intergovernmental Panel on Climate Change Reports Written Communication (IF 2.447) Pub Date : 2024-02-24 Ashley Rose Mehlenbacher, Sara Doody, Carolyn Eckert, Brad Mehlenbacher
Rhetorical figures of speech provide important analytical frames to chart how arguments operate within genres and within genre ecologies. Varieties of the figure prolepsis allow for the rendering of future time or fact in the present, which can be a powerful rhetorical inducement toward social and political action. In this article, we examine how anticipatory arguments drawn from complex data shape
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Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing Written Communication (IF 2.447) Pub Date : 2024-02-24 Brad Jacobson
Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from
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The Language Demands of Analytical Reading and Writing at School Written Communication (IF 2.447) Pub Date : 2023-03-17 Paola Uccelli
Analytical writing poses particularly challenging, yet often overlooked, language demands that need attention in educational research and practice. In this article, I discuss the Core Analytical La...
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Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing Written Communication (IF 2.447) Pub Date : 2023-03-09 Cara Marta Messina, Cherice Escobar Jones, Mya Poe
We report on a college-level study of student reflection and instructor prompts using scoring and corpus analysis methods. We collected 340 student reflections and 24 faculty prompts. Reflections w...
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Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments Written Communication (IF 2.447) Pub Date : 2023-03-04 Susan De La Paz, Daniel M. Levin, Cameron Butler
Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, ...
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Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School Written Communication (IF 2.447) Pub Date : 2023-03-04 Carol Booth Olson, Undraa Maamuujav, Jacob Steiss, Huy Chung
The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English l...
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Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing Written Communication (IF 2.447) Pub Date : 2023-03-04 Ylva Backman, Alina Reznitskaya, Viktor Gardelli, Ian A. G. Wilkinson
Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence ...
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Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course Written Communication (IF 2.447) Pub Date : 2023-03-01 Patricia A. Alexander, Jannah Fusenig, Eric C. Schoute, Anisha Singh, Yuting Sun, Julianne E. van Meerten
In this article, we share what we learned about undergraduates’ struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning ...
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“The World Has to Stop Discriminating Against African American Language” (AAL): Exploring the Language Ideologies of AAL-Speaking Students in College Writing Written Communication (IF 2.447) Pub Date : 2023-02-27 Shenika Hankerson
Drawing on recent decades literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this arti...
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When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-truth Written Communication (IF 2.447) Pub Date : 2023-02-17 Ralph P. Ferretti
A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have bee...
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Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use Written Communication (IF 2.447) Pub Date : 2023-02-15 Stephen M. Doolan
Source-based writing is a complex and frequently occurring task type in postsecondary education. While a large body of research now exists investigating source-based student writing, few studies ha...
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Historical Argumentation: Watching Historians and Teaching Youth Written Communication (IF 2.447) Pub Date : 2023-02-08 Jeffery D. Nokes, Susan De La Paz
In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians’ processes in crafting an interpretive argument from inexact evidence might p...
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Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations Written Communication (IF 2.447) Pub Date : 2023-02-02 Jennifer VanDerHeide, George E. Newell, Allison Wynhoff Olsen
Although authors often create literary texts in order to comment on issues of personhood and human relationships, reading and writing about literary texts in schools is often focused on close analy...
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Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofreading of Student Writing Written Communication (IF 2.447) Pub Date : 2023-01-30 Nigel Harwood
Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more...
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Tracing the Influences of Praxis on the Development of an Open Corequisite Writing Textbook Written Communication (IF 2.447) Pub Date : 2023-01-26 Dawn Atkinson, Stacey Corbitt
Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open text...
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Humanistic Knowledge-Making and the Rhetoric of Literary Criticism: Special Topoi Meet Rhetorical Action Written Communication (IF 2.447) Pub Date : 2022-12-09 Sarah Banting
This article examines the power of special topoi to characterize the discourse of literary criticism, and through emphasis on rhetorical action, it sheds light on the limitations of topos analysis ...
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Writing Toward a Decolonial Option: A Bilingual Student’s Multimodal Composing as a Site of Translingual Activism and Justice Written Communication (IF 2.447) Pub Date : 2022-12-09 Eunjeong Lee
Drawing on discussions of (de)coloniality and translanguaging, this article reports findings from a classroom-based ethnographic study, focusing on how a self-identified Latina bilingual student re...
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Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts Written Communication (IF 2.447) Pub Date : 2022-12-09 Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Gert Rijlaarsdam
This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on sever...
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A Systematic Review on Inquiry-Based Writing Instruction in Tertiary Settings Written Communication (IF 2.447) Pub Date : 2022-11-30 Vivien Lin, Neil E. Barrett, Gi-Zen Liu, Howard Hao-Jan Chen
In science disciplines, students need sufficient and well-designed support to successfully gain writing competence along the different stages of their writing development. This study examines effec...
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Modeling Mobile Writing: Applying Sociocognitive Models of Writing to Mobile Contexts Written Communication (IF 2.447) Pub Date : 2022-11-28 Joel Schneier
Current cognitive and sociocognitive models of writing conceptualize writing processes as complex interactions between multidimensional mechanisms that activate a writer’s social motivations, psych...
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Changes in Research Abstracts: Past Tense, Third Person, Passive, and Negatives Written Communication (IF 2.447) Pub Date : 2022-11-28 Feng (Kevin) Jiang, Ken Hyland
Research abstracts are an increasingly important aspect of research articles in all knowledge fields, summarizing the full article and encouraging readers to access it. Graetz suggests that four ma...
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Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School Written Communication (IF 2.447) Pub Date : 2022-11-14 Isabel Rasteiro, Teresa Limpo
Research shows that writing motivation decreases throughout schooling and predicts writing performance. However, this evidence comes primarily from cross-sectional studies. Here, we adopted a longi...
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Rethinking Translingualism in College Composition Classrooms: A Digital Ethnographic Study of Multilingual Students’ Written Communication Across Contexts Written Communication (IF 2.447) Pub Date : 2022-10-19 Qianqian Zhang-Wu
It is important to understand multilingual students’ lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in colle...
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From Methodology to Method in Genre-Based Ethnographies Written Communication (IF 2.447) Pub Date : 2022-09-01 Alisa Russell
Genre has long been used by Writing Studies ethnographers as a theoretical orientation and analytical tool to bridge text and context. This article describes how genre-based ethnographies as method...
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Dead Reckoning: A Framework for Analyzing Positionality Statements in Ethnographic Research Reporting Written Communication (IF 2.447) Pub Date : 2022-09-01 Roehl Sybing
As essential as positionality is to qualitative research involving engagement with research participants, contemporary scholarly discussion of positionality is mainly aimed at educating emerging re...
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Uses of Metadiscourse in Online Help Written Communication (IF 2.447) Pub Date : 2022-08-11 Jason Swarts
Metadiscourse guides how readers interact with a text and process the information they find. Because texts differ in purpose and audience, so do patterns of metadiscourse use. This research examine...
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Traversing Academic Contexts: An Egyptian Writer’s Literacy Learning Trajectory From Public School to Transnational University Written Communication (IF 2.447) Pub Date : 2022-08-05 James P. Austin
This article follows the academic literacy learning trajectory of Farah, an undergraduate anthropology major at the American University in Cairo. In charting her path from the Egyptian public schoo...
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Digital Documenting Practices: Collaborative Writing in Workplace Training Written Communication (IF 2.447) Pub Date : 2022-07-28 Riikka Nissi, Esa Lehtinen
The present article examines collaborative writing in organizational consulting and training, where writing takes place as part of a group discussion assignment and is carried out by using digital ...
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One Fourth-Grader’s Orchestration of Modes Through Comic Composition Written Communication (IF 2.447) Pub Date : 2022-07-22 Stephanie F. Reid, Lindsey Moses
Language-oriented literacy standards offer mostly linguistic accounts of text complexity. In response, the present article demonstrates that multimodal and visual narratives offer additional ways t...
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Variation in Linguistic Stance: A Person-Centered Analysis of Student Writing Written Communication (IF 2.447) Pub Date : 2022-07-21 Kristin E. Black
The present study offers an alternative methodological approach to the growing body of literature on stance—the linguistic arrangements that construe a writer’s perspective on knowledge. A number o...
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How Does the Language Control of L1 and L2 Writers Develop Over Time in First-Year Composition? Written Communication (IF 2.447) Pub Date : 2022-07-11 Grant Eckstein, Ruei-Han Chang
Most U.S. colleges and universities expect students to improve their writing ability by taking first-year composition (FYC) courses. In such courses, non-native English (L2) writers with diverse la...
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Wreading on Online Literature Platforms Written Communication (IF 2.447) Pub Date : 2022-06-20 Maria Kraxenberger, Gerhard Lauer
Millions of users write and read freely accessible texts every day on online literary platforms (OLPs). Intra-platform surveys aside, only very few studies have considered the demographics of digit...
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Students’ Questions in Writing Center Conferences Written Communication (IF 2.447) Pub Date : 2022-06-17 Jo Mackiewicz, Isabelle Thompson
Questions are an important means by which students actively participate in and exercise some control over the moment-to-moment focus of writing center conferences. Through quantitative and qualitat...
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Online Data Articles: The Language of Intersubjective Stance in a Rhetorical Hybrid Written Communication (IF 2.447) Pub Date : 2022-05-07 Carmen Pérez-Llantada
The data article is a digital genre that has emerged in response to new exigencies, namely, to make data more transparent and research processes more trustable and reproducible. Following White’s framework of intersubjective stance, this article draws upon statistical tools and collocational and discourse analyses to examine the linguistic resources deployed by authors to respond to both exigencies
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Genre and Register Features of Sixth-Grade Students’ Factual Writing Written Communication (IF 2.447) Pub Date : 2022-05-02 Zhihui Fang, Valerie Gresser, Peijuan Cao, Huibin Zhang
Factual writing is a key macrogenre of American K-12 schooling that is also valued in workplace and society. This study examined the genre and register features of two subgenres of factual writing—biography and report—composed by 48 sixth-grade students in a curriculum unit on scientists and science-related careers aimed at developing students’ understanding of the nature of science. These texts were
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Threshold Genres: A 10-Year Exploration of a Medical Writer’s Development and Social Apprenticeship Through the Patient SOAP Note Written Communication (IF 2.447) Pub Date : 2022-05-02 Dana Lynn Driscoll, Omar Yacoub
While writing is a critical part of the medical profession, longitudinal studies exploring the social apprenticeship and genre knowledge development of medical practitioners are almost nonexistent. Through interviews and writing samples, this article traces a 10-year journey of one writer’s engagement with the Patient SOAP note, following his experiences from the first year of his undergraduate education
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Virtual Reality and Embodiment in Multimodal Meaning Making Written Communication (IF 2.447) Pub Date : 2022-04-30 Kathy A. Mills, Laura Scholes, Alinta Brown
Immersive virtual reality (VR) technology is becoming widespread in education, yet research of VR technologies for students’ multimodal communication is an emerging area of research in writing and literacies scholarship. Likewise, the significance of new ways of embodied meaning making in VR environments is undertheorized—a gap that requires attention given the potential for broadened use of the sensorium
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Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality? Written Communication (IF 2.447) Pub Date : 2022-02-27 Young-Suk Grace Kim
In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; Mage = 7.19). Results from structural equation modeling showed that burst length was related to writing quality after accounting for transcription skills, discourse oral language
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Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing Written Communication (IF 2.447) Pub Date : 2022-02-01 Yan (Olivia) Zhang, Ken Hyland
The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has been relatively unexplored. In this article, we trace
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Evidence Engines: Common Rhetorical Features of Fraudulent Academic Articles Written Communication (IF 2.447) Pub Date : 2022-01-31 Ehren Helmut Pflugfelder
Predatory publishers deliver neither the editorial oversight, nor the peer review of legitimate publishers, and benefit from those whose positions require academic publications. These publishers also provide a home for conspiracy theorists and pseudoscience promoters, as their lack of scrutiny offers fraudulent academic research articles a veneer of scholarly credibility. While most predatory journals
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The Heartbeat of Poetry: Student Videomaking in Response to Poetry Written Communication (IF 2.447) Pub Date : 2022-01-31 Heidi Höglund
This article contributes to an emerging body of scholarship on multimodal composition in the poetry classroom through a study of Finnish lower secondary students’ digital videomaking in response to poetry. The study explores students’ use of semiotic resources in their interpretive work in transmediating a poem into a digital video, with a particular interest in their use of sound elements. Based on
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“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics Written Communication (IF 2.447) Pub Date : 2021-11-04 Sara Doody, Natasha Artemeva
Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity,
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Gig Expectations: Literacy Practices, Events, and Texts in the Gig Economy Written Communication (IF 2.447) Pub Date : 2021-11-04 Christopher Corbel, Trent Newman, Lesley Farrell
This article explores the writing and reading requirements of the literacy practices, events, and texts characteristic of work mediated by the online labor platforms of the gig economy, such as Airtasker and Freelancer, which bring together people needing a job done with those willing to do it. These emerging platform-based discourse communities and their associated literacies are a new domain of social
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“A Lot of Students Are Already There”: Repositioning Language-Minoritized Students as “Writers in Residence” in English Classrooms Written Communication (IF 2.447) Pub Date : 2021-11-04 Kate Seltzer
This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers
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A Product- and Process-Oriented Tagset for Revisions in Writing Written Communication (IF 2.447) Pub Date : 2021-10-29 Rianne Conijn, Emily Dux Speltz, Menno van Zaanen, Luuk Van Waes, Evgeny Chukharev-Hudilainen
The study of revision has been a topic of interest in writing research over the past decades. Numerous studies have, for instance, shown that learning-to-revise is one of the key competences in writing development. Moreover, several models of revision have been developed, and a variety of taxonomies have been used to measure revision in empirical studies. Current advances in data collection and analysis
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“God’s Absence During Trauma Took Its Toll”: Dialogic Tracing of Literate Activity and Lifespan Trajectories of Semiotic (Un)becoming Written Communication (IF 2.447) Pub Date : 2021-10-27 Ryan Ware
Scholarship on trajectories of becoming with literate activities is of growing interest in Writing Studies, particularly in accounts of writing grounded in cultural-historical and dialogic approaches, and in lifespan accounts of writing. The research reported here contributes to those conversations by tracing trajectories of becoming that are dynamically nonlinear, necessarily messy, and predicated
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Embodied Genres, Typified Performances, and the Engineering Design Process Written Communication (IF 2.447) Pub Date : 2021-07-21 Scott Weedon, T. Kenny Fountain
Using rhetorical genre theory, the authors theorize the engineering design process as a type of embodied genre enacted through typified performances of bodies engaged with discourses, texts, and objects in genre-rich spaces of design activity. The authors illustrate this through an analysis of ethnographic data from an engineering design course to show how a genred repertoire of embodied routines is
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The Relationship Between Students’ Writing Process, Text Quality, and Thought Process Quality in 11th-Grade History and Philosophy Assignments Written Communication (IF 2.447) Pub Date : 2021-07-14 Lieke Holdinga, Tanja Janssen, Gert Rijlaarsdam
Source-based writing is a common but difficult task in history and philosophy. Students are usually taught how to write a good text in language classes. However, it is also important to address discipline-specificity in writing, a topic likely to be taught by content teachers. In order to design discipline-specific writing instruction, research needs to identify which reading and writing activities
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Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions Written Communication (IF 2.447) Pub Date : 2021-07-08 Montserrat Castelló, Anna Sala-Bubaré, Marta Pardo
The present study used a longitudinal mixed-method design to investigate the relationship between post-PhD researchers’ writing conceptions and their experiences, scholarly trajectory, and networking capabilities. A total of 134 Spanish post-PhD researchers answered the Post-PhD Experience—Survey scales on Academic Writing and Social Support. One year later, a subsample of 21 participated in retrospective
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Restorying With the Ancestors: Historically Rooted Speculative Composing Practices and Alternative Rhetorics of Queer Futurity Written Communication (IF 2.447) Pub Date : 2021-07-08 James Joshua Coleman
Within literacy, rhetoric, and composition (LRC) studies, composing practices have been studied as an embedded feature of life, one that manifests histories, imagination, and identities through acts of writing. Likewise, in queer LRC studies, the capacity to write with queer rhetorical agency or to recognize the impossibility of composing queer subjectivity has been tied to the living. Scholars have
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Untangling Methodological Commitments in Writing Research: Using Collaborative Secondary Data Analysis to Maximize Interpretive Potentials of Qualitative Data Written Communication (IF 2.447) Pub Date : 2021-04-28 Shannon Madden, Sandra L. Tarabochia
Writing and communication researchers are in the early stages of developing procedures for reusing and maximizing the analytical potentials of qualitative data. Contributing to this effort, we critically reflect on our methodological decision-making process in developing innovative procedures for cross-analyzing two distinct studies. Our reflection responds to the need for published guidance on how
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Legitimation and Textual Evidence: How the Snowden Leaks Reshaped the ACLU’s Online Writing About NSA Surveillance Written Communication (IF 2.447) Pub Date : 2021-04-21 Calvin Pollak
Scholars in discourse studies have defined legitimation as the justification (and critique) of powerful institutions and their practices. In moments of crisis, legitimation tactics often shift. This article considers how such shifts are incited by unauthorized information leaks. Leaks, I argue, constitute freshly available texts that reveal privileged institutional information presented in a specialized
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A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms Written Communication (IF 2.447) Pub Date : 2021-04-09 Mary Ryan, Maryam Khosronejad, Georgina Barton, Lisa Kervin, Debra Myhill
Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed
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Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing Written Communication (IF 2.447) Pub Date : 2021-04-09 Solaire A. Finkenstaedt-Quinn, Noelle Polakowski, Brenda Gunderson, Ginger V. Shultz, Anne Ruggles Gere
While many STEM faculty believe Writing-to-Learn to be an effective instructional tool, instructional barriers such as the time and effort required to provide substantive feedback to their students limit the use of writing in STEM classrooms. Incorporating peer review and revision into the writing process can help mitigate these barriers while additionally supporting the learning process. This study
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Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing Written Communication (IF 2.447) Pub Date : 2021-01-19 Claire W. Jo
Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic
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Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups Written Communication (IF 2.447) Pub Date : 2021-01-19 Sara Wilder
Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of
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The Role of Error Type and Working Memory in Written Corrective Feedback Effectiveness on First-Language Self Error-Correction Written Communication (IF 2.447) Pub Date : 2021-01-15 Mohammad Nowbakht, Thierry Olive
This study examined the role of error-type and working memory (WM) in the effectiveness of direct-metalinguistic and indirect written corrective feedback (WCF) on self error-correction in first-language writing. Fifty-one French first-year psychology students volunteered to participate in the experiment. They carried out a first-language error-correction task after receiving WCF on typographical, orthographic