This study explores the discursive practices the researcher utilizes during recurring asynchronous writing consultations to engender mutually adjusted and context-driven interactions meaningful to writers' development during virtual tutoring. While earlier studies have critiqued asynchronous tutoring for its inability to efficiently promote the…

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing…

In the present study, I draw on Canagarajah's (2019) negotiated-literacy orientation and the systemic functional linguistic (SFL) approach to discourse analysis (Eggins & Slade, 1997) to demonstrate the varying degrees to which Fatima and Chow, two multilingual doctoral students, were able to question and negotiate normative literacy practices…

Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students' work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is…

Academic criticism is a fundamental feature of scholarly discourse. It plays a key role in scientific theory building, whereby ideas are iteratively challenged and redrafted (Kuhn, 1962, 1970). It is also how individual scholars create a research space (see the CARS model, Swales, 1990) and establish themselves as members of the research…

What do writers do with the feedback they receive? While the answer will vary depending on the writer's experience and the rhetorical situation, understanding what writers do can provide important information for course redesign and professional development of tutors and instructors. In this first of two manuscripts, the authors examine how…

While a plethora of research on second language (L2) writing instruction has focused on instructional approaches, teacher feedback and assessment practice, and student learning experiences, little research has examined issues regarding L2 writing curriculum. In particular, L2 writing curriculum discourse, as one important window to probe into the…

Circulated documents, like mission statements, demarcate normative boundaries related to student and instructor identities, behaviors, and experiences. In attempting to create inclusive documentation, universities frequently use standardizing language. While promoting standardization, however, such documents may prove exclusive by disregarding a…

Discourse-based interviews allow researchers to gather data about a writer's understanding of what informs a task. This method was essential for a research team seeking to understand the impact of programmatic learning objectives on student writing development. Three decisions in the approach to this research project sought to center the student…

The following discourse analysis examines the ways open-ended feedback, defined as dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. Data come from a Writing in the Major course at a large land-grant institution in the Pacific Northwest. Students' written essays and reflections, both with teacher feedback…

This article examines the discourses of writing evident in teacher candidates' memories of writing and considers implications for teacher preparation. Data sources were written memories from 120 teacher candidates from six institutions across the United States. Grounded in a discourses of writing framework, data were investigated using thematic…

Even small, taken-for-granted words can have a strong influence on the pedagogical effect of a writing conference. In this study, we examined how experienced and trained writing center tutors' use of the discourse marker so helped them to connect ideas and to manage their conferences with students. We examined the extent to which tutors' use of…

Writer identity has gradually become a focus in writing scholarship in recent years. From a social constructivist lens, writer identity is not optional; it resides in all texts. And it is a construct that does not exist in a vacuum, but is shaped by the sociocultural and academic context, and simultaneously individual writers agentively select…

The current study aimed to compare the influence of explicit versus implicit instruction on EFL learners' use of interactional metadiscourse markers in their writing. The study also aimed to explore the perceptions of EFL learners on the instruction of these markers in their writing classes. 120 female undergraduates who are Arab EFL learners took…

The present study examined the relative effects of discourse-based and sentence-level grammar instruction on the learning of English present perfect in academic writing, using a sequential explanatory mixed-methods design. Participants were 37 multilingual graduate students enrolled in different sections of an ESL-writing course at a U.S.…