The rationale behind the present study consisted of evidence reported to date for Galbraith et al.'s (1999, 2018, 2023) dual-process model of writing, suggesting that not only do writers engage in knowledge transformation, but in the development of new knowledge. An additional aspect of Galbraith et al.'s (2023) work is their proposal and…

While there have been many investigations of academic genres, and of the linguistic features of academic discourse, few studies have explored how these interact across a range of university student writing situations. To counter misconceptions that have arisen regarding student writing, this article aims to provide comprehensive linguistic…

Written language occupies a uniquely important space in the university. The present investigation concentrates upon variation in the situations and language that characterize the different varieties of writing produced at the undergraduate level in the English department. The aim of such an investigation is to identify and characterize the…

Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. Students' recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. Herein, we describe a study focused on how Writing-to-Learn…

In spite of a host of scholarship pertaining to response and the contexts that surround our response practices, few have studied how everyday classroom texts may inform students' interpretations of teachers' written feedback on their writing. This article examines the results from case studies of six students across two first-year composition…

In this study, we examine the use of community-engaged writing pedagogy and the authentic, contextualized writing projects it creates to determine if students better understand the concept of audience and incorporate that foundational knowledge into their writing process. Thematic analysis of student reflections and interviews found students view…

Much writing center assessment literature focuses on the deep importance of local, institutional context. Still, a tension exists in the field more generally, and in assessment research specifically, between a reliance on local practice and a reliance on shared lore (Driscoll and Perdue; Thompson et al.). This tension can be fruitfully examined…

For the past few decades, composition researchers have devoted critical attention to studying the ways that African American students employ Africanized linguistic and rhetorical patterns successfully in expository writing situations. More recently, research has focused on the use of African-based rhetorical patterns, since the use of African…

In this study, the authors examined the potential effects of type of writing task (loss/gain vs. general prompt) on the narrative content offered by college students (N = 41) who experienced romantic breakup. Qualitative analyses indicated differences based on type of writing task. Students who received the loss/gain prompt exhibited more…

Recently, scholars have suggested that "second-language writers" are made up of two distinct groups: Generation 1.5 (long-term U.S.-resident language learners) and more traditional L2 students (e.g., international or recently arrived immigrants). To investigate that claim, this study compares the first-year composition writing of…

This exploratory study aims to analyse the nature of teacher feedback during a collaborative writing assignment, and to identify the possible effects feedback has on the revision of a text written by university students in an asynchronous online learning environment. Under analysis are three editions of a master's course in e-learning, during…

In what ways do students understand and document literacies within out-of-school communities in their school-sponsored writings? How can community literacy sites and public perceptions of community disrepair stimulate students to create written responses on the politics of place? These questions are at the heart of this article's investigation…

English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…