Purpose: The purpose of this study was to examine the direct and indirect relations between short-term memory (STM), reading, oral language, and writing at the letter, word, and discourse levels in young, developing writers both cross-sectionally and longitudinally. Method: Participants were 449 English-speaking kindergarten students (52% female)…

This short article reviews key corpus-based pedagogic initiatives in the spirit of the Swalesian tradition of genre analysis. Pedagogic genres covered include report writing, thesis writing, writing a grant proposal and legal essay writing. More recently, attention has been paid to the writing of research articles by postgraduate students for whom…

This article reviews three decades of scholarship to establish connection(s) between language diversity and integrity research. It makes the case that by shifting the vocabulary, methods, and scope of our work, we scholar-practitioners and integrity professionals become better able to equitably support multilingual learners in their writing from…

This paper analyses the learning process of students of a Master's course in Cooperation and Development (C&D) who attend classes in English for Academic Writing at the University of Calabria, and their awareness of competences achieved. The language objectives are to expand students' knowledge of the main elements of spoken and written…

This study is primarily designed for investigating the tertiary students' perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. Twenty-one undergraduate…

The rhetorically complex concluding components of academic written texts often challenge novice writers, having to summarise their arguments and stance, and offer prospective comments on future developments concerning the subject matter. With an aim to elucidate the lexicogrammatical expressions of such prospective comments in essay conclusions,…

Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers' knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their…

This empirical study attempts to examine the use of cohesive devices in the written discourse of EFL undergraduate students and seeks to find how the use of incorrect and repetitive cohesive ties affects the effectiveness of academic writing. Halliday and Hasan's (1976) list of cohesive devices was employed to analyze the cohesion in the…

Studies in English as a Foreign Language (EFL) indicate that the use of discourse markers (DMs) in the academic writing of second language learners improves the overall quality of these texts by contributing to their cohesion and comprehensibility (Saif Modhish 2012; Jalilifar 2008; Intaraprawat & Steffensen 1995). However, despite the…

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current…

Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing course is the presence of dialect other than standard academic English. This essay examines how assessment practices can foster students' diverse languages rather than inhibit them. I conducted a…

The Common Core State Standards for English Language Arts and Literacy (CCSS-ELA) were adopted by approximately forty states (though in some cases, with significant revisions). However, researchers are still trying to understand how teachers are implementing the CCSS-ELA at the ground level--that is, in actual ELA classrooms. The CCSS-ELA call for…

Drawing on Vygotskian sociocultural theory of mind and social constructivism, and adopting a sequential exploratory mixed-methods approach, this study explored the impact of online dynamic assessment (DA) on EFL learners' academic writing skills through one-on-one individual and online synchronous DA sessions over Google Docs. It also investigated…

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," is to provide four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency. This…

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," is to provide four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency. This…