Gretchen Flesher Moon's 2003 analysis of emotion's treatment in composition textbooks revealed that pathos "gets very short shrift" or none at all. Since then, however, conversations regarding affect and emotion have advanced in both scope and sophistication. This proliferation of scholarly activity has brought the passions of persuasion…

In Indonesian education context, recently the word "genre" seems to gain its most popular and hot issue to teaching and learning English, particularly writing skill. However, many of them the students, teachers, or university students, or even lecturers in universities apparently are not good at understanding and are not truly well…

This article offers a fuller account than we currently have of the complex, uneasy relationship between behaviorism and writing studies in order both to complicate our disciplinary historiography and to encourage writing scholars, teachers, and program administrators to articulate productive and unproductive understandings of writing behaviors.

This article examines relationships in the writing process and offers some strategies to address student needs on both the cognitive and affective domains.

Purpose: This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or "the capacity of actors to critically shape their own responsiveness to problematic situations" (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach:…

Writing knowledge is the key requirement that students have to possess to compose a good argumentative essay. However, their unawareness affects negatively their writing ability to produce good quality essays. This article examines second year Libyan (EFL) university students' awareness about the types of writing knowledge used in composing an…

Strict outcome-bound approaches and text-books-based instructional practices, prevalent in the pedagogy of most of the colleges and universities in English as an International Language (EIL) contexts, involve language activities, tasks, and tests that predominantly require one right answer or response. Pedagogical practices and related quality…

This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh-grade and eighth-grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students' feedback, this approach…

The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching…

Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers' perceptions towards portfolio keeping. The sample consisted of 51 first-year…

This study gauged the current level of Iranian EFL (English as a Foreign Language) teachers in Writing Assessment Literacy (WAL) and identified their training needs in this area. Further, this research investigated the teachers' beliefs about scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different…

Data-driven learning (DDL; Johns, 1991), involving students' hands-on use of corpora for self-guided language learning, is a methodology now increasingly used in many tertiary contexts to enhance the teaching of disciplinary postgraduate thesis writing. However, there are still few studies tracking students' actual engagement with corpora for DDL.…

Purpose: This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon's map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first…

A recent study by Debra McKeown and colleagues is described by author Eliabeth Foster as important not only because it highlights professional learning about a model of writing instruction of interest to many educators, but also because it examines teachers' reflections about their experiences in professional learning. Building on a larger…

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response…