This article offers a critical examination of one regional institution's endeavor to imagine, develop, and implement a sustainable campus-wide writing-intensive program. Grounded in local and institutional contexts, our narrative elucidates how WPAs at rural and regional institutions can reconcile the processes of negotiation and concession to…

This study investigates the relationship in L2 writing between raters' judgments of communicative adequacy and linguistic complexity by means of six-point Likert scales, and general measures of linguistic performance. The participants were 39 learners of Italian and 32 of Dutch, who wrote two short argumentative essays. The same writing tasks…

A major concern with computer-based (CB) tests of second-language (L2) writing is that performance on such tests may be influenced by test-taker keyboarding skills. Poor keyboarding skills may force test-takers to focus their attention and cognitive resources on motor activities (i.e., keyboarding) and, consequently, other processes and aspects of…

This paper aims at accentuating and exploring the effect of using electronic portfolio (EP) platform in providing corrective feedback (CF) on EFL students' overall and micro-componential writing performance. Moreover, by conducting a semi-structured interview, the study seeks to obtain students' attitudes towards the use of EP in three aspects,…

The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English…

This study aimed to describe the writing activities that test takers engage in when responding to the writing tasks in the "TOEFL iBT"[superscript R] test and to examine the effects of task type and test-taker English language proficiency (ELP) and keyboarding skills on the frequency and distribution of these activities. Each of 22 test…

Dynamic assessment originates in the Zone of Proximal Development (ZPD). Practicing dynamic assessment necessarily requires the development of ZPD. This study aimed to investigate the effect of peer-assisted mediation vs. tutor-intervention within dynamic assessment framework on writing development and the attitude of Iranian intermediate EFL…

We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…

Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the…

The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi-experimental study was conducted on two sections of university-level writing classrooms to determine if there were meaningful differences in the quality of…

The Berge et al. article in this volume presents the functional construct of writing that underlies summative and formative assessment of writing as a key competency in Norway. A functional construct implies that specific acts of writing and their purposes constrain what is a relevant selection among the semiotic resources that writing generally…

Today, and historically, the presence of WAC/WID programs in the community college setting remains anemic when compared to Ph.D.-granting institutions. This fact is particularly troubling considering the AAC&U's research on high-impact practices and its correlation with WAC/WID theory and practice. This article empirically investigates the…

This paper examines how a team of teachers in a Norwegian upper secondary school responds to, negotiates, and evaluates students' writing in and across different disciplines. The purpose is to identify discourse strategies and professional development as the teachers discuss students' texts, and to explore how the teachers develop a shared…

In an attempt to increase second language (L2) learners' understanding of the benefits associated with the process approach to writing and, more specifically, to gain their appreciation of how their peers might contribute to the quality of their writing, in this study peer revision was modified between two groups of lower-level proficiency L2…

The dangers of a single story in current U.S. large-scale writing assessment are that assessment practice does not align with theory and this practice has negative effects on instruction and students. In this article, I analyze the connections or lack of connections among writing theory, writing assessment, and writing instruction, critique the…