This article draws on social psychology's research into attitudes and values to explain how transfer of writing knowledge may be facilitated through attitude formation and change. The theoretical writing knowledge as stated in Threshold Concepts of Writing explains that writing is a tool that mediates human interactions, enacting and evolving…

Drawing on the Teaching for Transfer (TFT) writing curriculum, this study documents how students in writing courses at four different institutions transferred writing knowledge and practice concurrently into other sites of writing, including other courses, co-curriculars, and workplaces. This research demonstrates that when students, supported by…

The purpose of the present study is to examine the resources for responding to grammatical issues in student writing that are available to writing teachers. The study analyzes two sets of data: (a) the position statements issued by the Conference on College Composition and Communication, the Council of Writing Program Administrators, and the…

This study investigates the problems that are encountered in learning writing in a foreign language from primary school to university in the Turkish context. It focuses particularly on the problems that teachers/instructors face in teaching writing in English to students concerning students' challenges. Forty teachers were interviewed in all…

This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended…

Dual language programs are poised to produce bilingual/biliterate teacher candidates to alleviate bilingual educator shortages. Therefore, in search for ways to support the growing number of Spanish/English dual language programs in Texas, the authors of this paper analyzed the variations of Spanish language and proficiency levels of 9th grade…

Brainstorming, as a pre-writing activity, facilitates the process of generating ideas and helps organize learners' thoughts to get involved in writing activities. The present convergent mixed methods study investigated whether the integration of technology and brainstorming could affect the argumentative writing of EFL learners. Initially, 68…

While teaching written communication to international business school students in Korea, the author received an email from a student to lacked thoroughness and clarity. He decided to use the email as a learning opportunity for his students to rewrite it. He discovered that while the results were good, there was an inability to write in a register…

When it comes to L1 and L2 differences in second-language writing, some researchers are not fully convinced that there is a fundamental difference. However, when comparing L1 and L2 writing, many would agree that macro- and micro-level writing characteristics exist and overlap (Eckstein and Ferris 2018). This article identifies some of the…

Although Genre-Based Instruction (GBI) was proposed as a solution to L2 writing-related problems many years ago, its contribution to writing performance has not been extensively studied and the assessment instruments used in genre studies typically pertain to linguistic theories older than the Systemic Functional Linguistics (SFL). Moreover, even…

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in…

This article affords insights into the interdependence between writing and critical translation to inform implementations of antiracist and translingual writing pedagogies. Promoting linguistic and social justice for multilingual writers, it presents a writing assignment design that focuses on critical translation across asymmetrical power…

This paper examines the ideological underpinnings of the English as an Additional Language (EAL) curriculum that drive the practice of secondary teachers in Victoria, Australia, and how students' needs and rights are seen and addressed in and through English discourse and hegemony. Bakhtin's (1986) dialogic approach and van Lier's (1996) AAA…

In response to educational issues at levels from national, institutional, to pedagogical concerns, this study aims to examine the influence and the effectiveness of the review strategies on the writing performance of first-year Thai undergraduates as well as how the perceived strategies are in the students' views. In the mixed-method study, the…

The aim of this study is to gain a deeper understanding of teachers' perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers' perspectives on reading and writing can be characterised as…