This study aims to explore pupils' views on writing in primary school through focus group interviews conducted in the North East of England with children aged 7-11 years old. Pupils' views templates were used to stimulate children's ideas about their thoughts and feelings towards writing and acted as a starting point for discussion. All children…

Research on writing pedagogy education (WPE) emphasizes the importance of engaging graduate student instructors (GSIs) in mindful reflection about their own practices and about composition theory. Little research, however, has explored what we learn from a systematic, empirical investigation of GSIs' reflective writing. In this article, we…

Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing…

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…

I have always valued reflection highly -- as a means of developing as a writer and as a life practice -- but I have been disappointed by the lack of thought resembling reflection when asking students to write about their writing practices. This dissertation presents the results of a grounded theory study of student reflective assignments through a…

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…

The initial composition course in the community college has the potential to be a transformative space for the identity formation of adult learners towards the linguistic signifier of "scholar." Freshman students of variable ages enter a new culture which demands the negotiation of an alternative academic language, an adaptation to the…

Reflection is a necessary component of learning. Through reflective assignments and tasks, students are given opportunities to evaluate their learning and analyze strategies they use while acquiring and applying course material. Reflections also help students assess and think deeply about the information presented in class and thus better retain…

This study describes how reflections allowed students to express their audience awareness as they wrote a multiaudience messages packet. We present an analysis of 27 reflections in which students described their experience when responding to the various audiences. Students' reflective depth varied, though deeper reflections demonstrate…

This article seeks to theorize the pedagogical work disabled instructors navigate to create accessible writing classrooms. Through retroactive analysis, I introduce the concept of Access Negotiation Moments (ANMs) as limited, low-stakes contexts where disabled instructors define the limits of their own access needs. Ultimately, I theorize a…

Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences…

Genre has emerged as a central concept in writing studies, with numerous scholars advocating for its prominent role in writing instruction. Despite this interest in genre, however, research has not explored teachers' understanding of the concept, which is critical to how they address genre in their classrooms. This study traces the evolving…

Building on studies of alternative rhetorics, this article envisions personal writing pedagogy as a relational endeavor that fosters rhetorical alliances among disparate communities. I detail a particular course design through which "personal reflection" becomes a means of enacting more radical forms of belonging.

In light of increasing international immigration and student mobility, unprecedented redistribution of geopolitical power, and the pervasive effects of the internet on institutions and communities locally and globally, rhetoric and composition has, albeit more in theory than in practice, started responding to the multilateral flow of ideas across…

Partnerships between writing across the curriculum (WAC) and civic engagement (CE) programs are not given much attention but these partnerships improve each program significantly. CE programs can borrow models from WAC for professional development and obtain support for specific kinds of writing assignments; WAC programs can find among CE…