This study was a step toward the creation of an e-module to create flips book-based exposition texts for junior high schools. The purpose of this study was to offer an examination of students' demands when creating exposition papers. A survey was used for the investigation. The data for this inquiry was gathered through a questionnaire. In this…

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…

This article is a reflective analysis of an assignment in which undergraduate students developed dystopian, postapocalyptic, fantasy, and fictional short story parables to illustrate their understanding of sociological theory. In a social theory course, students were assigned a final paper in which they designed a short story that integrated…

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…

The rationale behind the present study consisted of evidence reported to date for Galbraith et al.'s (1999, 2018, 2023) dual-process model of writing, suggesting that not only do writers engage in knowledge transformation, but in the development of new knowledge. An additional aspect of Galbraith et al.'s (2023) work is their proposal and…

Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to their alignment with the expectations of academic and professional writing. Understanding what aspects of integrated tasks are perceived as challenging by…

Students need feedback from instructors to learn from their mistakes and improve their academic skills. Responding to student writing is a central and necessary component of the instructor-student feedback loop. There are many forms of feedback on written assignments, and not all of them have the same role in supporting student learning. For…

Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements…

The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence-based WTL…

This paper is a proposal, project, and dissertation for Kenneth Johnson, Doctor of Philosophy degree in Science Education, in the Graduate College of The University of Iowa. I propose analyzing the writing assignment in an undergraduate online physics course offered by a small midwestern community college (CC). The goal is to study how Writing to…

The author provides a conceptual framework that illustrates the spectrum of authentic writing assignments and operationalizes authenticity, in an effort to guide practitioners toward crafting writing assignments that are meaningful for students by reflecting and replicating the kinds of writing that occur outside of the academic context. The…

Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and…

In this discussion, we consider how the use of scenario-based assessment (SBA) can provide students with a way of developing the digital communication skills that business communication research has found they will need for the workplace, alongside other aspects of professional competence. This is because SBA can be employed to engage learners in…

This paper introduces a project to develop a digital academic writing tool at Leeds Beckett University (LBU). Essay X-ray is an interactive online tool designed to help students get to grips with the structure and style of academic writing and was developed using the Articulate Storyline 360 platform. The aim was to expand LBU's academic skills…

This article explores how arguments are made in student essays through the use of writing and visual resources. The data set comprises 54 essays with a passing grade from students in their final year of upper secondary school in Sweden. The data is analysed using a multimodal approach to knowledge representation on arguments in essays, involving…