This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N = 51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing…

Given the ubiquity of digital technologies in all sorts of academic contexts, it is generally assumed that many undergraduates' writing tasks will include verbal and visual modes these days. The interweaving of different modes allows students to express different multidisciplinary and individual identities while they become agents and designers of…

We report on a survey of students and alumni, examining their "rhetorical training"--their writing knowledge and experiences across multiple courses, campus employment, and workplace contexts. The survey asked participants to identify their most often written genres and their most valued type of writing, the rhetorical situations in…

This essay explores the creativity and learning that can take place when students are given the opportunity to go beyond the GCSE set poems and create their own poetry anthologies. I argue that in the process of creating a poetry anthology, students are encouraged to engage on a deeper and more personal level with poetry. I suggest that when…

Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…

The present study aimed to compare the nature of peer-peer dialog among two Iranian (EFL) and two Malaysian-Chinese (ESL) dyads during eleven collaborative writing sessions. Pair talks were video-recorded, transcribed verbatim and subsequently were analyzed at three levels: type of talk, type of activity and type of episode. The types of talk were…

Although literature demonstrates that mindfulness practices enhance undergraduate student learning, writing composition, and sense of well-being in higher education, there is minimal research that explores faculty and doctoral student engagement in mindfulness practices to support academic writing and build online writing community. In this…

This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre-Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors…

This study investigated how university students (n = 28) coordinated their collaborative online writing and what kinds of coordination profiles were found among the students. Further, the study examined the quality of the essays produced by groups of students varying in their combinations of coordination profiles. Students' written comments on…

Working as women in academia may still be regarded as 'complex and fraught with myths, gross generalisations and mixed emotions' (Barakat, 2014, p. 1). In this paper, we articulate the collaborative autoethnographic process in which we have been engaged over some time and through which we have challenged generalisations, explored emotions and…

The present study aims to explore critical thinking from EFL Thai students' perspectives in collaborative writing activity. The subjects were 32 second-year English major students composing paragraph writing in the Writing II course. They were divided into three groups based on their English proficiency: advanced, intermediate, and novice, and…

The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the…

Student and faculty collaborations are gaining recognition in higher education as an approach to optimise learning and the relationships embedded within education. However, existing hierarchies and power structures in academia often limit the nature of student-faculty partnerships. The student and faculty authors of this paper have an ongoing…

In recognizing that writing is a social act, collaborative writing has received increased attention in second language (L2) classrooms. A large body of research literature explores the varied ways of L2 collaborative writing development in tertiary education settings, but relatively little is known about the implementation of collaborative writing…

We have developed an approach to collaborative-writing-as-inquiry that we sometimes refer to as "between the twos". Increasingly, we came to understand that the only way to continue in our process was to "write to it"; whatever the question, the query or the problem, it was this inducement--"write to it"--that led to…