This essay proposes a pedagogical approach to writing instruction in universities facing familiar institutional goals and barriers alongside the heightened emotional complexities of students post-pandemic. Students at these universities often pursue vocational paths, yet since spring 2020, their interpersonal and cultural challenges have deepened,…

This study examines the extent to which verb argument construction (VAC) based indices of syntactic complexity could predict four different writing task conditions: a simple task with no repetition (S + NR), a simple task with repetition (S + R), a complex task with no repetition (C + NR), and a complex task with repetition (C + R). Ninety-six…

Problems in developing writing often comes from creative processes in developing ideas to write. Outlines are often recommended as a tool to help students organize their thoughts and structure their writing. This study aims to find out students' perceptions and the challenges the students encountered when writing an exposition text using provided…

This paper explores a suite of close writing practices and exercises that ask students to attend closely to language at the level of morpheme, word, line, sentence, or stanza. Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository…

During the COVID-19 pandemic in 2020, students at a land-grant university in the southeast region of the United States transitioned to online learning. After transitioning online, faculty noticed a lack of student engagement in online courses that reduced retention rates and increased failure rates. Although prior research showed the benefits of…

While extensive research exists on peer feedback and its effects on writing, there are few experimental studies that rigorously investigate the effects of guided dialogic peer feedback on students' argumentative writing performance. This study, adopting a mixed-methods approach, examined the influence of guided dialogic peer feedback within a…

Despite the importance of academic writing skills in higher education, many Indonesian students encounter challenges that constrain their writing success. Earlier studies in the context have shown that many students have little control over the schematic structure of the argumentative text and their linguistics features. In the current paper, we…

This study investigated how English language writers in a Chinese university were able to paraphrase following instruction with an online module. Participants were separated into two groups: Group A (Individuals) and Group B (Dyads). They were then trained and assessed in their ability to complete paraphrasing tasks with a pre and posttest.…

The medium of instruction is English in all universities in Singapore. Typically, in engineering, science, and technology degree programmes, academic writing is taught through one or two distinct or 'stand-alone' modules delivered in the first year of students' undergraduate programmes to help them cope with the writing needs of assignments in…

In this conceptual paper, borne from the experiences of two academic literacy lecturers at the NWU, we ask, regarding elements of assessment, how we can sensibly adapt an intervention-style writing course in a post-COVID higher education context. We propose a course correction model, applicable to academic literacy writing courses, to address the…

Identifying effective and time-efficient approaches to teaching students how to write from scholarly sources benefits students and instructors. Students in a general psychology course learned a concrete method to improve this type of synthesis writing. The intervention was brief, consisting of viewing an online tutorial outside of class and…

Newspaper op-eds, dedicated to commentary essays from outside of a newspaper, function as a platform for the public to exchange opinions. We designed an op-ed writing assignment as part of a semester-long course project in global supply chain management (SCM). Student teams conducted research on a SCM topic, presented their findings in the…

In this article, we argue that using students' reflective writing to understand specific aspects of their classroom experience requires that researchers systematically integrate into the curriculum reflections that responsibly attend to both students' learning and the focus of classroom research. Informed by recently published articles on…

This article is an essay exploring the unique pedagogical challenges of an approach to journalistic writing instruction which not only allows--but actually might even encourage--students to consider using a first-person narrator. While some of the pitfalls of the technique are discussed, the central argument is that the first-person voice, rather…

In this article, the author discusses a graphic narrative or comic book writing assignment in greater detail to demonstrate the pedagogical benefits of teaching comics in the writing classroom. She argues that by assigning students a comic book project, writing instructors can promote competence in academic discourse by helping students learn and…