The debate around student personal essays has dissipated in recent scholarship, though it still remains a highly contested subject. This dissertation study examines three main criticisms surrounding student personal essays from the theorists James Berlin, Lester Faigley, and David Bartholomae. These critiques are that students don't attend to…

This article uses systems and complexity theory to illustrate key characteristics of writing as a complex system. This illustration reveals how writing works on multiple levels of scale, and adds to the body of theoretical knowledge that can be taught within the discipline of writing studies. In so doing, it shows how a complex systems writing…

International students from developing Asian countries where English is the second and foreign language are marginalized in some American Universities due to language barriers. Native English speakers often assume that whoever comes to the United States should be able to speak and write English perfectly. In developing Asian countries, such as…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…

Within the burgeoning literature on online formative assessment mediated by particular ICT tools in writing courses, the scrutiny focusing on the enactment of assessment for learning (AfL) in the similar context has been inadequately addressed. This current study, therefore, is in an attempt to fill this empirical void by exploring how EFL…

This book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the…

By looking beyond their written products into what they do as they write, this mixed methods study offers insights into the writing process of writers who have mastered one language and those who have mastered two. It investigates the cognitive effects of bilingualism and biliteracy on the writing processes of years ten and eleven Sydney high…

In this study, we examine the extent to which the discrepancy between teacher-reported and student-reported self-regulatory behaviours during writing were associated with students' end-of-year writing grades after controlling for student writing ability and other demographic characteristics. Results of our study, conducted with a sample of 201…

The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the…

Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this…

This study examined the impact of teaching students to provide and incorporate peers' feedback on their partners' second language (L2) writing. Sixty-five participants enrolled in Spanish composition classes were assigned to one of three conditions: trained peer review (n = 21), untrained peer review (n =21), and a non-peer-review comparison group…

Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children's writing performance in standardised…

Self-assessments are instructional tools with the potential to enhance self-regulatory and language-learning processes in students in the writing classroom. Although widely studied in the first language context, self-assessment research in L2 writing contexts is relatively unexplored. Yet recent research indicates that the demands of writing in a…

Knowledge about move is fundamental to language learning which prepares students and writing practitioners to understand the natures and the organization of a certain discourse and genre. Teachers, consequently, need to familiarize students with a framework of moves that enable them to produce well written work. Consequently, the author conducted…