In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…

This paper reports on a 3-year study utilizing a novel approach to providing students in an introductory engineering course with feedback on drafts of course writing projects. In the Volunteer Expert Reader (VER) approach, students are matched with university alumni or employees who have the background to give feedback from the perspective of the…

Drawing on the appraisal framework from systemic functional linguistics (SFL), this article examines patterns of stance in a corpus of 92 high- and low-graded argumentative papers written in the context of an upper-level course in economics. It interprets differential patterns of stance in students' texts in light of interview commentaries…

Considering the change of attitudes of plagiarism detection to assessment for learning, it is necessary to explore the effect of the paradigm shift for Turnitin, from "plagiarism detection" to self-service learning aid. Two research questions are explored in the present study: (1) How Turnitin augments self-service skills of students and…

The lived experience of academic teachers as they engage in feedback has received relatively little attention compared to student perspectives on feedback. The present study used an ethnographically informed methodology to investigate the everyday practices around undergraduates' writing of fourteen UK HE teachers, in a range of disciplines and…

In this paper we report a case study of two first-year students at a university in Hong Kong doing the same writing assignment that required the use of sources. We explore the students' understanding of plagiarism, their strategies for composing, the similarity between their texts and source texts, and the lecturer's assessment of their work. The…

The current study explores how integrating a social networking website called Facebook with peer feedback in groups supports student learning, investigates the nature of feedback students received on their writing, and examines their attitudes towards the use of Facebook for peer feedback. The study involves 30 undergraduate students who…

This article reports comprehensive findings from a national study of the teaching and assessment of writing in classrooms across ten Canadian provinces and two of three territories. Through interviews with 216 grade 4-8 teachers and observations and interviews in 22 classrooms (1 to 3 classrooms in each province), we gathered information about…

In the May 2009 issue of "English Journal", we reported on our analysis of data from the National Assessment of Educational Progress to provide a first look at changes in the teaching of writing over the past 30 years. In this article, we provide a more detailed look, drawing on data collected from visits to 260 English, math, social…

Given that nowadays writing skill is included in main standardised tests worldwide as well as nationwide, as writing assessment is employed as a part of performance assessment in classroom testing at high school level in Korea, English teachers are first expected to establish the construct of writing ability explicitly prior to devising other…

Explores academic writing from the students' side of the desk, examining how different tasks and writing situations influence students' approaches. Finds that responses to assignments depend upon what the students were actually rewarded for producing. (MG)

A semester-long, introductory, freshman composition class (24 students) engaged in fieldwork, interviews, workshopping, a literature review, an ethnography, and a final paper allowing the student to critique their experiences with the ethnographic process. The first 2 weeks were spent familiarizing students with the ethnographic process. Through…

The authors present a series of writing assignments that teaches students how to evaluate and critique the written economic work of others. The foundation text is McCloskey's (2000) Economical Writing. The students' dialogues with McCloskey, with each other, and with the authors of the pieces they evaluate sharpen their understanding of, and…