This book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC's use, along with practical pedagogical tips and tools…

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborative writing are valuable to understand L2 students' interactional patterns or perceived experiences, they can…

Presents the results of a questionnaire which asked students to distinguish the most helpful instructional factors and activities aiding their writing progress. Concludes that the student's voice is his/her most accessible tool for progress, that acceptance of the student's voice is crucial, and that the speaking-writing connection is the most…

Notes that while there are some similarities in secondary school teachers' and students' perceptions about the kinds of written work usually done in class, there are also very marked differences in perceptions, particularly regarding essays, short answers, and poetic writing. (HOD)

To determine what entering college freshmen think they are doing when they write, a study examined the kind of writing that goes on outside the classroom through a one-year case study of 17 students. All written material done outside of class was collected and each writer was interviewed at least once per term. A system of classification was then…

Traces the emergence of authorship in a beginning college writing classroom through two case examples. Finds that although the instructor tried to foster a sense of engagement and commitment, the technical difficulty of the task, students' perceptions of their peers' interests, and a legacy of schooling and culture were equally important concerns…

As part of a larger research study, three freshman writers were observed in order to determine when they rewrote compositions, when they rethought major concepts and designs, and when they reviewed stylistic options and made purposive as opposed to uninformed changes in their writing. Their tape recorded comments were guided by questions on (1)…

Reports the results of a study exploring the relationship between motivation and writing in college freshmen and refutes the popular theory that most students have a strong desire to express themselves but cannot. (DF)

Examines how students view their teachers' comments on their writing assignments. Reports the results of a survey on how students view comments. Offers suggestions for what teachers can do to create a shared context for commentary. (PRA)

Investigates students' evaluations of their best and worst papers. Finds that: researching and writing processes dominated evaluations; grades did not play a significant role in their judgment; interest in the topic was a factor in their evaluations; and their written texts lost impact by the time of the retrospective evaluation. (RS)

A new theoretical paradigm for teaching writing and organizing composition research was at hand by 1982, focusing on how writers write and the practice of interventionist teaching. Today, the process theory of teaching composition dominates the field, yet it has not shifted teaching practices or research questions toward the settings and…

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Examines three English-as-a-Second-Language (ESL) student writers and their experiences in two different classrooms to better understand the relationship between writing development and writing instruction. Suggests the need to examine constraints that shape instructional decisions and underlines the importance of investigating contexts in which…

An exploratory study examined the relationship between adolescents' stance ("monologic" versus "dialogic") and several issues, including the degree to which adolescents explore tensions and contradictions in their writing and the nature of such tensions as related to gender and/or school attitudes. For the purposes of the…