This paper explores a pedagogical approach, autoethnography as praxis; a method to support white pre-service teachers in their process toward becoming accomplices for racial justice. In this qualitative study, students wrote three drafts of their autoethnography throughout a semester as part of a course assignment. They analyzed their lived…

This study reports 15 types of activities that EFL, linguistics and translation instructors at a sample of Saudi universities used in distance learning during the COVID-19 pandemic. Examples include searching for linguistic and translation key terms and concepts, problem-solving questions, online debates, summarizing a research paper, attending a…

The general purpose of this study is to increase, in a classroom environment, formal communication by using reading and writing. Our research focuses on reading as a means to develop the writing of a good précis, which in its turn contributes to improve: 1) memory, vocabulary and grammatical-syntactical structures, in brief, the organization of a…

This paper presents the prototype of a foreign language learning space, based on the construction of an integrated formal/informal learning environment. Before the background of the continued innovation of information technology that places conventional learning styles and educational methods into new contexts based on new value-standards,…

This discussion paper investigates the pedagogical implications of the cognitive process writing model proposed by Flower and Hayes (1981). The research of Flower and Hayes (1981) provides insights into how writers go about planning, generating, and revising during the process of writing. Flower and Hayes (1981) believed that this shift in focus,…

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

According to Stephen M. North, most of the people in composition belong to a category he calls "Practitioners," so the description is not only applied to the University of New Hampshire (UNH). But if the instructors at UNH are most influenced by one person, it would be Donald Murray, and he is specifically listed as a Practitioner. It's…

An application of reader response criticism, with its abundance of ways of construing readers, permits writing teachers to identify sets of readers for students more effectively than simply exhorting them to remember their audience while writing. Composition teachers can employ the concept of "narratee" (the author's alter ego) as a…

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

The complexity of the writing process makes it more useful to isolate a variety of processes or parts of processes that can be taught and learned. A narrow view of writing as product leads to a misinterpretation of the process as a definite sequence--prewriting, writing, rewriting--when in fact it is much more recursive. Proper analysis of product…

Writing teachers can use several techniques to focus student attention on revision and to guide students, revision processes. Asking students to make an outline of what they have already written (after the draft is complete, just before the conclusion is drafted, or when the writer is blocked and does not know what to write next) enables a writer…

An approach to evaluating student writing that emphasizes reformulation and deemphasizes grades teaches students that reworking their writing is a necessary and acceptable part of the writing process. Reformulation is divided into rewriting, revising, and editing. The instructor diagnoses student papers to determine significant problems on a…

This paper discusses the use of film in teaching the composing process to students. Beginning with a description of the composing process in general, it continues with a discussion of problem-solving, composing, and film, using "The Shopping Bag Lady" as an illustrative film. This is followed by a consideration of how to use film to generate form…

Describes a first-year composition sequence of assignments using the topic of family to allow students to write essays based on their own experiences. Notes that the sequence eventually requires that students also address connected ideas and then reflect on the convergence of the personal and analytical. (PRA)

Although socio-cultural awareness is an important element of discourse, freshman composition's primary obligation is to provide students with instruction in and practice "owning" a process of writing that foregrounds writing as a rhetorical art. Students should leave the course more aware of and better able to employ powerful, flexible…