We report a classroom experiment directed at increasing lexical fluency in writing. Participants were 107 Dutch students in bilingual (EFL) education (Grades 10 and 11). According to current theories of writing such fluency allows writers to devote more attention to higher order aspects of text production, such as idea generation, selection and…

In this article we report on a study in which verbal protocol data were used to explore English as a foreign language writers' planning behavior while engaged in academic writing tasks. The analysis was approached from a temporal perspective (i.e., time spent on planning operations) in relation to three independent variables: (a) the participants'…

Investigates factors influencing Japanese university students' expository writing in English. Quantitative analysis revealed that students' second-language (L2) proficiency, first-language writing ability, and metaknowledge were significant in explaining L2 writing ability variance. An explanatory model for writing ability in English as a Foreign…

Analyzes the interaction during peer response occurring in a writing class. The article identifies four categories of reader stances--authoritative, interpretive, probing, and collaborative--and examines language functions and topics discussed during the response sessions. It is concluded that interactive peer response is beneficial to students.…