Supporting writing remains an important dimension to the work of academic developers particularly for early career academics and doctoral candidates. A small qualitative case study was undertaken on an academic writing module to explore participants' needs and evaluate a new multimodal writing framework which sought to enhance publication…

As a component of dialogic writing response, question posing is an essential strategy for crafting meaningful writing experiences. The author used qualitative content analysis to explore the question-posing feedback provided by eight secondary English teacher candidates in response to literary essays by ninth graders. Findings indicate that…

The variety of activities and techniques suggested for improving the writing skill shows that EFL/ESL learners need scaffolding to gain mastery over it. The present study employed the reader-response approach to provide the assistance EFL learners require for writing argumentative essays. Five upper-intermediate EFL learners in a private class…

This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners' need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this…

Concerns about the relation between critical and creative writing are reviewed in the context of encouraging students to engage in both kinds of writing as a response to literature in undergraduate degree courses. In particular the paper seeks to illustrate and promote good practice in the integration of creative and critical written responses to…

This article discusses revisions to personal narrative writing made by Year 7 students (aged 11-12) in a UK secondary school. The concept of strategic revision was used as a basis for analysing drafts and revised texts in order to investigate strategies and techniques deployed by students in the process of revision and how these related to…

Novice researchers are expected to participate through writing in the particular discourse community in which their research is located, yet if they come from other languages and other academic cultures and traditions than those of the education provider, they may experience the process of writing as the process of silencing their voices. Many…

A writing workshop is a pedagogical tool that can create a more productive experience for teachers and students alike. Business students who have used this technique with experienced instructors agree that a well-planned writing workshop can be useful for dispelling writing fears, furthering understanding of business communication skills,…

Relates how E.B. White's classic teaches the young reader the complicated pleasures of becoming a good writer. (HOD)

Presents the text of an account of the author's research. Notes that the text's four layers (scientific report, reflective analysis, personal history, and deliberative appeal) are each indispensable yet individually inadequate to the task. Considers the tensions among possible accounts of the research and what these tensions say about the reading…

Discusses the results of a study addressing the issue of whether writers are aware of the distinction between real and implied readers. Presents several questions for investigation, including (1) "Does a writer's way of perceiving a reader affect contextual development?" and (2) "Do shifts occur in writers' conceptions of…

Writing, and the vocabulary building that goes with it, is a more complex process than merely putting words on a page. In the process of acquiring vocabulary, for example, students need to understand not just what individual words mean but also which combinations of these words in sentences or paragraphs convey a meaningful message to the reader…

Presents a criticism of Evan Carton's description of a writing assignment, noting the contradiction between the assignment's real purpose and the rigid writing restrictions inherent in the assignment that preclude the purpose. Presents Carton's response. (HTH)

Shares writing habits of a lifelong daily writer with her middle school students, asking them for a discussion of her work. Gives students a sheet with open-ended opinion prompts to fill out as "reader response." (PA)

Studies five peer-response groups in a freshman composition class before and after a semester of reading and responding to literature. Examines how the reading of literature affects the quality of responses to student written texts. Demonstrates the potential that the reading of and responding to literary texts holds for peer response. (MG)