Feedback literacy in higher education has come as a reaction to the ineffective focus on teacher's delivery of feedback and its passive reception by students rather than on students' active participation in receiving feedback and constructing it (Nicol & Macfarlane-dick, 2006; Nicol, 2019). Therefore, the aim of this theoretical paper is to…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements…

Surveys three current perspectives on audience, exploring the strengths and weaknesses of each without arguing for the superiority of one view. Provides a conceptual framework that will clarify some of the things composition theorists can mean when they talk about the writer's audience. (FL)

The topic of feedback to students is an under-researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student-centred approach to learning. A multi-method approach of qualitative…

Asserts that basic writers must learn to consciously manage written patterns to become better writers. Reviews six studies focusing on lexical and syntactic differences between written and spoken English, and suggests focal points for teaching writing patterns to basic writers. Examines two case studies which demonstrate writing pattern…

Reviews the major scholarship of Harold Innis, Eric Havelock, Marshall McLuhan, Jack Goody, Walter Ong and Elizabeth Eisenstein, as they focused on the development of writing systems, and later, printing. Discusses how their theoretical frameworks are central to understanding media ecology, an emerging field of interdisciplinary study for…

Reviews what recent research into speaking-writing relationships has to say about a particular problem of unskilled writers--those who tend to write as if they were talking. Examines the differences and interdependence of oral dialogue and written monologue. (RL)

Ease of language processing varies with the nature of the language involved. Ordinary spoken language is the easiest kind to produce and understand, while writing is a relatively new development. On thoughtful inspection, the readability of writing has shown itself to be a complex topic requiring insights from many academic disciplines and…

Within the field of composition, classical rhetoric was re-discovered in the early 1960s; that interest has been for the most part confined to the first three of the five parts of classical rhetoric--invention, arrangement, and style--with memory and delivery being ignored or, at least, neglected. Recent interest in "the speaking-writing…

Surveys research on role of audience in discourse in a series of related disciplines, including cognitive psychology, composition, speech communication, rhetoric, and philosophy. Concludes that writing teachers can achieve a sophisticated, complex understanding of nature and role of audience in written discourse only if they are aware of both…

A few of the relationships between visual and verbal components are explored. Visuals are considered to be things that can be seen, visible things other than printed words that are used in a communication process. The term verbal applies to written or spoken words. The natural tendency for visual and verbal components to be mutually supportive has…

Arguing that dialect interference in writing does not exist, this paper contends that pedagogies for teaching writing skills to native speakers of English that assume such interference are wrong. It examines arguments and evidence that support the notion of dialect interference in writing, offers counter evidence, and explores an alternative…

Discusses complexities inherent in correcting second language students' spoken and written errors. Alternatives to current error correction methods (1) focus on the use of error correction to improve students' language form, (2) involve the real communicative consequences of inaccuracy, (3) suggest strategies for attending to form when listening…