Writing Processes

Vygotsky's Sociocultural Theory (SCT) emphasizes the crucial role of social interaction in cognitive development, including second language acquisition (Vygotsky & Cole, 1978). Grounded in this theory, the present quasi-experimental study investigates the effectiveness of the Blended Feedback Approach in enhancing English as a Foreign Language (EFL) learners' essay-writing skills. Sixty university students were divided into two groups: an experimental group receiving BFA, which integrated online peer reviews, teacher feedback, and iterative revisions, and a control group receiving traditional teacher feedback. Pre-test and post-test assessments were conducted to evaluate improvements in coherence, grammatical accuracy, vocabulary, and overall structure. Additionally, end-of-semester interviews captured learners' perceptions of the feedback approach. Results indicated that the experimental group showed significantly greater improvements in writing proficiency, critical thinking, and collaboration skills than the control group. Moreover, BFA was found to reduce writing anxiety and foster student engagement. These findings suggest that BFA offers valuable enhancements to feedback methods, reinforcing the role of integrated feedback in language education and providing insights for future pedagogical practices.

Our writing tools are also working on our thoughts.-Friedrich Nietzsche Materiality Lee Honeycutt, writing in Computers and Composition in 2003, argues that scholars in composition must pay attention to emerging voice-recognition technologies, both for ourselves and for our students. This essay begins to answer this call by critically examining my own composing process with voice-recognition software, contextualizing that experience-a physical

This quantitative study aims to shed lights on the specifics of computer mediated communication (CMC) within the context of the second language acquisition (SLA) writing processes by examining the pre-writing interactions and the first drafts of 60 English as a Second Language adult learners. These interactions took place either in a synchronous (SCMC) or asynchronous computer-mediated communication (ACMC) environment. The focus was on the lexical intertextual connections evident when the prewriting discussions of the learners were compared with the subsequent drafts accounting for the mode communication. The lexical items of the pre-wring discussion and the first drafts were statistically analyzed by applying a t-test. This analysis revealed that there was a statistically significant difference (α = .05) between the ACMC and SCMC groups in terms of pre-writing discussion and first draft lexical intertextual connections. The participants who conducted their pre-writing discussions in an ACMC mode were more likely to use lexical items from the discussion in their first drafts as compared to the SCMC participants. The researcher believes that these findings can inform distance and computer-enhanced education in general as well as language learning and further the research in this area. 1.

To my husband Andrian, my daughter Iana, and my parents, Margarita and Ivan Sarievi, with my deepest love and appreciation for all they have done for me. An old African proverb says: "It takes a village to raise a child." I would allow myself to rephrase it: "It takes a community of practice to support the completion of a dissertation study." In this section, I would like to take the opportunity to express my sincere thankfulness to all the people who have contributed to the research project presented in this dissertation. First of all, I would like to express my deepest gratitude to my committee members for supporting and advising me during the process of designing and implementing the research project presented in this dissertation. Foremost, I would like to express my great appreciation to my co-major professors, Dr. Wei Zhu and Dr. Jeffra Flaitz, who guided me throughout the years of my graduate studies and spent many hours discussing with me my research plans and outcomes and provided me with their thoughtful feedback. I also owe my appreciation to Dr. Tony Erben who helped me focusing the theoretical framework of my dissertation study and to Dr. Antony Onwuegbuzie who guided me throughout the study design and data analysis process. I would also like to thank Bethany Bell for her help, encouragement, and support. Here I would like express my deepest thankfulness to my husband Andrian Pervazov, who was with me at every step of my graduate studies and the dissertation writing. He not only supported me morally and emotionally throughout the process but also participated in the study designing the custom software which I used for my data analysis. I would also like to thank my daughter Iana for her understanding and emotional support with which she was able to provide me despite of her young age and to ask her for forgiveness for the many hours I did not spend with her while writing this dissertation. I am very grateful to the ELI at USF staff, faculty, and students for supporting me during the process of data collection. I particularly would like to thank Ms. Barbara Smith-Palinkas, the Assistant Director for Curriculum and Instruction at the ELI at the time the data for this study were collected, for her collaboration and expertise. I am also sincerely thankful to Ms. Jenny Schultz, who was the leading writing instructor during the two semesters of the data collection, for her patience and thoughtful insights she shared with me during our numerous debriefings. I thank the students from Level III Writing classes as well for their participation in this study. Last but not least, my sincere appreciation is to my friends and fellow Ph. D.

The present study investigated the effectiveness of ChatGPT and Grammarly as automated writing evaluation (AWE) tools in improving Iranian EFL learners’ use of the article ‘the’. As such, we selected 60 intermediate learners and divided them into three groups including two experimental groups that received ChatGPT and Grammarly feedbacks and a control  group  that  was  given  teacher  feedback.  A  pretest  and  a  posttest  were  administered  before  and  after  the intervention. After we ran a one-way ANOVA, the results indicated a statistically significant difference among the groups, with the Grammarly group performing significantly better than the control group, though not significantly better than the ChatGPT group. Additionally, qualitative findings from semi-structured interviews revealed that the participants had positive  perceptions  of  using  the  tools  for  bridging  the  gap  between  instruction  and  practice,  providing  immediate feedback, and enhancing motivation and engagement. However, they reported limitations such as limited availability, dependency, potential for plagiarism, and the need for digital literacy. These findings underscore the potential of Artificial
Intelligence (AI) tools, specifically Grammarly as a supplementary aid in EFL contexts, particularly for helping learners improve their grammatical accuracy.

Artificial intelligence (AI) is reshaping how we produce written texts. This shift calls for a critical rethinking of both writing processes and products, particularly in foreign language education. This paper first explores the use of a writing portfolio as a pedagogical tool that supports writing competence, learner autonomy, and transparency in learning. In a second step, we examine recent developments in AI and their implications for foreign language writing. Drawing on both perspectives, this paper outlines theoretical approaches for fostering writing literacy in the age of AI.

Feedback plays a critical role in the advancement of academic writing skills, particularly for learners of English as a Foreign Language (EFL). This qualitative study investigates how various forms of feedback-teacher, peer, and written comments-support students in improving their academic writing performance. Through interviews and the analysis of student drafts, the research uncovers how feedback influences learners' writing strategies, emotional responses, and self-regulatory behaviors. The results highlight that effective feedback extends beyond error correction; it fosters cognitive engagement, writing independence, and deeper understanding. The study advocates for a more student-centered and dialogic approach to feedback in EFL writing instruction.

Education is not only about major milestones, like graduations and certifications, but also about the moments of bold experimentation that shape lasting growth. Learning experiences that have the potential to fall apart but offer high rewards serve as potent reminders that learning and instruction are often shaped by small, incremental improvements that compound over time. Instead of viewing learning as a polished path to success, imagine it as a daring experiment—one where failure and risk fuel deeper understanding and lasting growth.

Metacognition is the ability to be aware and in control of one's own cognitive mental processes, such as writing. Taking Flower and Hayes' Cognitive Process Model as the major theoretical framework, this master's thesis main objective is to demonstrate how the writing process is an integral part of the final written task, and, as such, should be taken into deeper consideration by both teachers and students. To deal with this issue, the didactic proposal aims at creating tools (1) to serve the purpose of defining the rhetorical situation that an opinion essay presents, (2) to help students monitor their own metacognitive enterprises in order to adapt their writer-based prose (typical of novice writers) into a reader-based prose (particular of expert writers), and (3) to foster different revision strategies. The rubrics provided will also allow teachers evaluate their students' writing processes as part of the final task within the sphere of formative assessment.

This article examines the critical stage of post-field defense for PhD candidates, focusing on the framework, feedback, and critique process to refine the doctoral thesis for academic excellence. Drawing on data from a post-field defense session held in the fifth month of the year, the study analyses common feedback themes, including structural, methodological, and presentation issues. The article highlights the importance of addressing critiques of the panellist to enhance the quality of the thesis, ensuring alignment with academic standards for publication on online platforms. Through a comprehensive literature review and detailed analysis, it offers practical recommendations for PhD candidates to navigate this phase effectively. The findings underscore the need for clarity, precision, and adherence to academic conventions, contributing to the broader discourse on doctoral training and academic writing.

Nous questionnerons la phraséologie dans des productions de rédacteurs professionnels dont l'écriture est l'activité principale. L'une des missions du rédacteur professionnel est de rédiger des billets de façon non polémique dans des situations de crise. Dans ce contexte-là, le rédacteur professionnel doit être capable de gérer la relation entre le mandataire, source de la commande en écriture et les lecteurs, en tenant compte des finalités de la situation de communication. Le principe est d'appliquer dans la production écrite les connaissances scientifiques que nous avons de la communication orale, notamment en pragmatique. Nous émettons l'hypothèse que la présence d'une phraséologie explicite serait constitutive d'un véritable marqueur de savoir-faire pragmatique en matière de gestion de la tension. Généralement le modèle représentatif de la phraséologie est le figement identifié par la non-compositionalité sémantique, la non-actualisation des référents, la fixité syntaxique, et la restriction combinatoire (

Se presenta un estudio de caso llevado a cabo en una universidad pública del centro de México cuyo objetivo fue conocer las dificultades que presentan los profesores investigadores en su proceso de escritura de artículos científicos. Se encontró que, para hacer frente a estas dificultades, los investigadores hacen uso de estrategias que implican la puesta en marcha de distintas habilidades transversales, como el trabajo en equipo, la organización y planeación, la toma de decisiones, el control de emociones y la gestión de información y conocimiento. La universidad debería, no obstante, contribuir a la disminución de estas dificultades y, por su parte, la figura del docente debería, también, fomentar y desarrollar habilidades para la expresión escrita de sus alumnos

Genetic criticism (critique genetique) emerged from the practice of publishing texts of modern fiction in France in the 1970s. At the international conference Avant-texte, texte, aprè-texte, held in Mátrafüred in 1978, the most important French representatives of genetic criticism (Louis Hay, Jean Bellemin-Noël, Raymonde Debray-Genette, Almut Gressillon, and Jean Lebrave) gave lectures alongside the Hungarian participants. The proceedings of the conference were published in French by Édition du CNRS and Akadémiai Kiadó in 1982, edited by Loius Hay and Péter Nagy. 1 This direct contact may have been one of the reasons why the reception

Notre étude s’inscrit dans le cadre de la phraséologie étendue au service de la caractérisation du genre romanesque médiéval (XIIIe siècle). Nous montrons que quatre constructions bâties autour du verbe doner se comportent comme des unités phraséologiques structurant le texte (nommées motif) par leur fonction discursive.

El objetivo principal de este artículo es examinar algunos aspectos de las pausas del proceso de composición. Para ello, solicitamos a 30 alumnos de primer año de ingeniería (Universidad Nacional de Cuyo) que redactaran en computadora un resumen a partir de la proyección de un video. Registramos el proceso de producción textual mediante un keylogger. Se consideró la distribución temporal del proceso (duración, tiempo invertido en la escritura y en la realización de pausas, distribución de las pausas y valor de las mismas) y la calidad del texto final (evaluación holística). Los resultados sugieren que los alumnos dedican escaso tiempo a la revisión global final del texto, aun cuando el tiempo total de pausa es elevado. Además, activan recursivamente los procesos a lo largo del tiempo de escritura, lo cual se correlaciona con la calidad del producto textual. Palabras clave: proceso de escritura, pausa, keystroke logging, revisión, calidad textual.

TEZ10548Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2014.Kaynakça (s. 200-218) var.xxv, 272 s. : res. (bzs. rnk.), tablo ; 29 cm.Bu çalışmada, ilköğretim beşinci sınıf Türkçe dersinde kullanılan öz-düzenleyici öğrenme modelinin, öğrencilerin okuduğunu anlamaya yönelik akademik başarıları, özdüzenleme becerileri ve kullandıkları okuma stratejileri üzerinde etkisi olup olmadığı sınanmıştır. Araştırma, 2010-2011 Eğitim-Öğretim Yılı Bahar Yarıyılı’nda, Adana İli Çukurova İlçesi’ndeki iki resmi ilköğretim okulunda okuyan beşinci sınıf öğrencileri ile 12 hafta süreyle gerçekleştirilmiştir. Uygulama, bir deney ve iki kontrol grubunda yer alan 90 öğrenci ile yürütülmüştür. Deney grubunda öz-düzenleyici öğrenme modeli, kontrol gruplarında ise Türkçe Dersi Öğretim Programı doğrultusunda yapılan öğretim uygulanmıştır. Deney ve birinci kontrol grubunda dersler araştırmacı tarafından işlenmiştir. İkinci kontrol grubunda ise dersler sınıf öğretmeni tarafından yürütülmüştür. Araştırmada deney v...

Following her emigration to Germany in the late 1980s, Herta Müller’s essays began to focus on the writing process
and the interplay between memory, creative thought, and the written text. This thematic concern also appeared in her
early fictional works. Self-reflective approaches to writing first surfaced in her essay collection Der Teufel sitzt im
Spiegel. Wie Wahrnehmung sich erfindet (1991) and continued in later collections such as Der König verneigt sich
und tötet and Immer derselbe Schnee und immer derselbe Onkel (2011). This article aims to examine how Müller
stages the act of writing in a self-reflexive manner in her 1990s essays, and how this is mirrored in her fictional
works. The article addresses this question in detail.

2024-2025 eğitim öğretim yılı içerisinde Maarif Modeli kapsamında ders içeriklerinde ve programda genel anlamda bir değişikliğe gidildi. Bu değişim aynı yıl içerisinde temel eğitim seviyesinde 5.sınıf düzeyinde başladı.  Maarif Modeli; öğrencilere değer, eğilim, okuryazarlık ve sosyal-duygusal öğrenme becerileri bütüncül bir yaklaşımla kazandırılmayı amaçlamaktadır. Bu gibi becerilerin yanı sıra bilişsel düzeyde de öğrenciler üst düzey düşünmeye yönlendirilmeye çalışılmaktadır. Programa göre öğrenciler eleştirel ve yaratıcı düşünmeye teşvik edilmelidir. Bu bakımdan düşünüldüğünde en çok kullanılan materyallerin başında gelen ders kitaplarındaki etkinlikler, metinler, sorular büyük önem taşımaktadır. Ders kitaplarında yer alan bu ögelerin de program amacına uygun olması beklenmektedir. Bu bağlamda çalışmada 2024 yılında yeni programa göre hazırlanmış 5.sınıf Türkçe ders kitaplarında yer alan dinleme/izleme metinleri altında yer alan sorular incelenmiştir. İncelenen sorular yenilenmiş Bloom taksonomisine göre incelenmiştir. Doküman incelemesi yönteminin kullanıldığı çalışmada 6 temada bulunan dinleme ve izleme metinleriyle ilişkili sorular taksonomiye göre incelenmiştir. Yapılan inceleme ile birlikte yer alan soruların üst düzey becerilere yönelik olup olmadığı ve bu bağlamda Maarif Modeli’nde yer alan kavramlarla örtüşüp örtüşmediği belirlenecektir.

Ders kitapları ders sürecinde kullanılan en temel ders materyallerinden biridir. Bu sebeple de bu materyalin iyi bir şekilde hazırlanması, düzenlenmesi ve amacına hizmet etmesi önem arz eden bir konudur. Türkçe ders kitapları aracılığıyla öğrencilerin dinleme, konuşma, okuma ve yazma becerilerinin geliştirilmesi amaçlanmaktadır. Bu becerilere yönelik hazırlanan etkinliklerin de etkili ve verimli olması gerekmektedir. Bu gereklilikten hareketle bu araştırmada Maarif Modeline göre hazırlanmış 5. Sınıf Türkçe ders kitabında yer alan yazma etkinliklerinin süreç temelli yazma yaklaşımına göre incelenmesi amaçlanmıştır. Bu amaç doğrultusunda kitapta yer alan etkinlikler süreç temelli yazma yaklaşımının yazma öncesi hazırlık, taslak oluşturma, gözden geçirip düzenleyerek yazma, düzenleme (redaksiyon), yayınlama ve paylaşım aşamalarına göre incelenmişlerdir. Araştırma 5.sınıf Türkçe ders kitabı ve yazma etkinlikleri ile sınırlandırılmıştır. Nitel araştırma anlayışına göre yürütülen çalışmada doküman incelemesi yönteminden yararlanılmıştır. Araştırmanın verilerinin analizinde ise içerik analizi kullanılmıştır. İncelenmesi yapılan etkinlikler örneklendirilerek açıklanmıştır. Sonuç olarak incelenen etkinliklerin büyük çoğunluğunun süreç odaklı yazma yaklaşımının hazırlık aşaması ile ilgili olduğu belirlenmiştir.

A study examined a program for advancement of students' literacy to improve their reading and writing skills. Subjects were seven fifth-grade bilingual students in a growing middle class community, located in a suburb of a large midwestern city. The problem of low reading and writing scores was documented in student writing samples, teacher observation, and test scores from the Illinois Goal Assessment Program. Analysis of probable cause data revealed that students' leisure time was not being spent on literacy activities, students' oral language was underdeveloped, at-risk or low income background students had fewer outside experiences, lack of family interaction and literacy modeling at home. Faculty reported a weakness in students' reading and writing skills. Reviews of curricula content and instructional strategies revealed an overemphasis on skilled subjects, not merging the focus of literacy into whole language, and instruction with one emphasis. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem settings, resulted in the selection of 3 major categories of intervention: a writing workshop in the classroom was established using technology as a tool, the development of cognitive language was addressed, and a whole language environment was created. Results indicated an increase in student writing skills and student motivation to write, which was demonstrated by observation and documented scores. (Contains 12 tables of data and 20 references; appended are a variety of sample forms and assignments.) (Author/CR)

How to Write a Biography: A Beginner’s Guide is a comprehensive resource for those looking to explore biographical writing, covering every step from initial research to publishing and promoting a completed work. With a practical and accessible approach, the book guides readers through each essential stage of creating a professional biography.

ESL and EFL writers encounter all sorts of writing difficulties, also known as rhetorical problems and these are encountered each time a writer embarks on a writing task. It is vital to further understand how ESL writers perceive these rhetorical problems because each writer may respond differently to these problems. The study sought to explore the perception of learners on rhetorical problems in writing and the writing process. In addition, the study also sought to identify the relationship between rhetorical problems and the writing process. The data was collected through the administration of a 5 Likert-scale quantitative survey and is rooted from Flower & Hayes (1980) and Petric & Czalf's (2003). The survey includes four sections namely 'writing difficulty', 'before writing', 'while writing' and 'when revising'. 125 of ESL learners from three public universities responded to this survey. The study found out that majority of the respondents agreed that writing is difficult due to the needs of long-term memory usage. Most respondents also prefer to revise the requirements of the task before writing and write the introduction first before continuing to complete the task during 'when writing stage'. Checking their essay for task fulfilment is the most preferred strategy when revising their writing task. On one hand, correlation analysis indicates that there is a low significant correlation between rhetorical problems and translating. The correlation analysis also shows a strong positive relationship between translating and reviewing. Overall, findings suggest that university students are mainly concerned with the task fulfilment and this is continuously reflected in their choice of writing strategies. Future research should look at how learners gain their background knowledge and the sources of information they prefer. In conclusion, the teaching and learning of

Although we all inherently feel we understand the pleasure experienced when reading an engaging text, the application of these feelings to reading education can become conflated with subjectivity, socio-cultural partiality and personal bias, making the definition of 'Reading for Pleasure' highly subjective. This paper investigates the research around the phenomenon of 'Reading for Pleasure' and questions some of the assumptions made by that research particularly around the definition applied. It suggests that a more useful approach for educators would be to promote a commitment to reading in schools and, through research evidence suggests how this might be achieved.

Although we all inherently feel we understand the pleasure experienced when reading an engaging text, the application of these feelings to reading education can become conflated with subjectivity, socio-cultural partiality and personal bias, making the definition of 'Reading for Pleasure' highly subjective. This paper investigates the research around the phenomenon of 'Reading for Pleasure' and questions some of the assumptions made by that research particularly around the definition applied. It suggests that a more useful approach for educators would be to promote a commitment to reading in schools and, through research evidence suggests how this might be achieved.

This action research study investigated the effects of writing for an authentic audience on the achievement and engagement of students in a school in Southern California. The participants were 79 8th graders, split into an experimental group of 40 that wrote a review with the opportunity to be published in The New York Times, and a control group of 39 students that wrote a review for the teacher to read and grade

Öz: Türkçe Öğretim Programında dinleme, okuma, konuşma ve yazma olmak üzere dört temel öğrenme alanı bulunmaktadır. Yazma öğrenme alanı ise diğerlerinden sonra gelişen ve bir uzman tarafından okullarda öğretilen bir beceridir. Öğretmenler, küçük yaştan itibaren çocukları Türkçe Öğretim Programındaki kazanımlar doğrultusunda iyi birer yazar olarak yetiştirmektedir. Öğrencileri iyi bir yazar olarak yetiştirirken öğretmenler farklı yöntem, teknik, etkinlik ve yazma araçları kullanmaktadırlar. Yazma öncesi aşamada kullanılan farklı yöntem, teknik, etkinlik veya yazma aracı öğrencilerin yazma becerilerini pozitif yönde geliştirdiği, yazma aşamasını daha eğlenceli hale getirdiği ve öğrencilerin tutumlarının olumlu yönde değiştiğini ortaya koymuştur. Bu çalışmanın amacı öğrencilerin kurallarına uygun, iyi birer hikâye yazabilmeleri için hikâye ağacını tanıtmaktır. Bu doğrultuda Türkçe öğretim programı ve alan yazın tarandıktan sonra bir hikâyede dikkat edilmesi gerekenler ve olması gerekenler belirlenmiş ve hikâye ağacı ortaya çıkmıştır. Hikâye ağacı başlık, konu, kahramanlar, yer, zaman, olay örgüsü ve ana fikir dallarından oluşmaktadır. Hikâye ağacının amacı; öğrencilerin hikâye yazarken planlamayı kolay yapmasına, hikâyedeki olayları belli bir oluş sırasına göre sıralamasına, fikirlerini organize edebilmesine olanak sağlayacaktır. Ayrıca renkli kalemlerle yapılacağından dolayı öğrencilerin keyif alacağı bir etkinlik aracı olacaktır. Hikâye ağacı kullanımı öğrencilerin hikâye yazma becerilerini olumlu yönde etkileyeceği, yazmaya karşı pozitif yönlü bir tutum oluşturacağı, öğrencilerin yazmaya karşı motivasyonlarını artıracağı düşünülmektedir.

Öz: Türkçe Öğretim Programında dinleme, okuma, konuşma ve yazma olmak üzere dört temel öğrenme alanı bulunmaktadır. Yazma öğrenme alanı ise diğerlerinden sonra gelişen ve bir uzman tarafından okullarda öğretilen bir beceridir. Öğretmenler, küçük yaştan itibaren çocukları Türkçe Öğretim Programındaki kazanımlar doğrultusunda iyi birer yazar olarak yetiştirmektedir. Öğrencileri iyi bir yazar olarak yetiştirirken öğretmenler farklı yöntem, teknik, etkinlik ve yazma araçları kullanmaktadırlar. Yazma öncesi aşamada kullanılan farklı yöntem, teknik, etkinlik veya yazma aracı öğrencilerin yazma becerilerini pozitif yönde geliştirdiği, yazma aşamasını daha eğlenceli hale getirdiği ve öğrencilerin tutumlarının olumlu yönde değiştiğini ortaya koymuştur. Bu çalışmanın amacı öğrencilerin kurallarına uygun, iyi birer hikâye yazabilmeleri için hikâye ağacını tanıtmaktır. Bu doğrultuda Türkçe öğretim programı ve alan yazın tarandıktan sonra bir hikâyede dikkat edilmesi gerekenler ve olması gerekenler belirlenmiş ve hikâye ağacı ortaya çıkmıştır. Hikâye ağacı başlık, konu, kahramanlar, yer, zaman, olay örgüsü ve ana fikir dallarından oluşmaktadır. Hikâye ağacının amacı; öğrencilerin hikâye yazarken planlamayı kolay yapmasına, hikâyedeki olayları belli bir oluş sırasına göre sıralamasına, fikirlerini organize edebilmesine olanak sağlayacaktır. Ayrıca renkli kalemlerle yapılacağından dolayı öğrencilerin keyif alacağı bir etkinlik aracı olacaktır. Hikâye ağacı kullanımı öğrencilerin hikâye yazma becerilerini olumlu yönde etkileyeceği, yazmaya karşı pozitif yönlü bir tutum oluşturacağı, öğrencilerin yazmaya karşı motivasyonlarını artıracağı düşünülmektedir.

While writing skill is extensively studied in EFL contexts, more in-depth research is needed to explore how technology can assist its pedagogy. The present study aimed to investigate the impact of using an automated writing evaluation on Iranian EFL learners' essay writing. Learning how to reduce errors (in an EFL context) by being corrected at the moment and being exposed to different examples regarding that error in the learners' new texts through automated writing evaluation (AWE) tends to be the significance of this study. To this end, 50 Iranian EFL learners who were studying at the University of Qom, were randomly chosen. The sample included 25 females and 25 males, whose ages ranged from 19 to 25. The participants were given a pre-test before using AWE software. They were given a topic to write about as a pre-test. After the treatment, an IELTS Task 2 was utilized as a posttest. The IELTS writing band descriptors were used to evaluate the writings. The ANCOVA results showed a remarkable improvement in the essay writing of the EFL learners using an AWE software (i.e., Grammarly). The analysis of interview data revealed that the learners were more enthusiastic about using the AWE feedback because they were corrected while they were writing their essays. Since AWE is discovered to be a helpful device to promote learners' writing skills, students would also be inspired to become associated with such online learning environments and utilize them earnestly and productively. This research also discovered the learners who got feedback from the AWE device got more prosperous but they also started to ask their teacher to provide more feedback to have AWE feedback and traditional feedback combined. The findings have implications for language teachers, material developers, and curriculum designers.

when the topic is gender in A Farewell to Arms there is a distinct gap between the critical response and the textual signals Hemingway offers us to answer that inevitable question: How should a reader approach the characterization of Catherine Barkley? 1 As the protagonist's love interest, as one of the "Hemingway women," Catherine is Exhibit A for those aiming to prove Hemingway's misogyny. In the last two decades this reading has occasionally been countered with attempts to salvage Catherine's narrative function, along with Hemingway's authorial intentions. My reading will side with the latter project to argue for an anti-essentialist Hemingway who uses his central female character to critique gender roles and their naturalized social functions. 2 Indeed, the constructed nature of female/feminine identity is such a central issue that it should affect how a reader makes sense of practically every creative element in the novel. A Farewell to Arms offers a sophisticated study of gender-both masculinity and femininity-as a self-conscious performance, yet that idea is filtered through Hemingway's characteristic subtlety and irony. The response to Catherine Barkley has long been mixed. Simone de Beauvoir, a founding postwar voice for the critique of patriarchal ideology, reads Catherine as an anti-mythic representation of a woman. Beauvoir applauds Hemingway for "regard[ing] women as fellow creatures," for creating a female "without mystery" who is a "human being" (295). But even critics in our own time have not always seen it that way. Jamie Barlowe-Kayes offers a brutal summary of the varied ways Hemingway trivializes his female characters: Women are inspiration, muses, sexual temptations and release from sexual tension; they serve as nurturers, solvers of domes-

Las pautas de evaluación que se utilizan en el aula para guiar el proceso de producción textual están en relación con el modelo de enseñanza y aprendizaje adoptado. Se propone su uso como desencadenante de procesos interactivos de tal modo que permitan ...

This guide presents instructional practices recommended by participants at a June, 1990 forum of representatives of the higher education, school, and publishing communities which addressed issues in the teaching of writing to students with learning problems. Chapter 1 looks at composition instruction noting the status of writing in American education, current practices, and emerging trends. Chapter 2 examines theories of writing in subsections on: characteristics of good writers, component9 of writing, development of writing proficiencies, and instructional considerations. The nature of writing difficulties of these students and related research findings are examined in the third chapter. Chapter 4 describes three approaches to improving the writing of students with learning problems: self-instructional strategy development, cognitive strategy instruction, and process writing. Chapter 5 recommends components for a writing instruction program for these students and discusses what stould be taught, how it should be taught, instructional techniques for promoting effective writing, and implications for media and materials. Chapter 6, on the role of the teacher, looks at teacher attitudes and knowledge, teacher education, and the supportive teaching environment. The concluding chapter identifies constraints to implementing effective writing instruction and future directions. Includes approximately 115 references. (DB)

This guide presents instructional practices recommended by participants at a June, 1990 forum of representatives of the higher education, school, and publishing communities which addressed issues in the teaching of writing to students with learning problems. Chapter 1 looks at composition instruction noting the status of writing in American education, current practices, and emerging trends. Chapter 2 examines theories of writing in subsections on: characteristics of good writers, component9 of writing, development of writing proficiencies, and instructional considerations. The nature of writing difficulties of these students and related research findings are examined in the third chapter. Chapter 4 describes three approaches to improving the writing of students with learning problems: self-instructional strategy development, cognitive strategy instruction, and process writing. Chapter 5 recommends components for a writing instruction program for these students and discusses what stould be taught, how it should be taught, instructional techniques for promoting effective writing, and implications for media and materials. Chapter 6, on the role of the teacher, looks at teacher attitudes and knowledge, teacher education, and the supportive teaching environment. The concluding chapter identifies constraints to implementing effective writing instruction and future directions. Includes approximately 115 references. (DB)

This paper aims to present some early results from an ongoing project named Representations of Childhood-media discourses on children at risk. This multi-discipline research project, focused on children at risk, examines how this issue is portrayed on the media in terms of coverage and the kind of language used, as a process of social construction (Searle, 1998). The methodology involves both quantitative and qualitative analysis of a variety of media sources. Data here presented are based on the discourse analysis of the first page headlines of four Portuguese newspapers, during the first quarter of 2008. The choice of first page headings is supported by theoretical as well as empirical reasons, especially because headings are powerful devices to attract reader's attention, they shape its understanding of events and facts and confront him with synthetic rhetoric.

This study investigates the relationship between pausing and revision behaviors, as captured by pause bursts (P-bursts) and revision bursts (R-bursts), and text quality in digital L2 writing contexts among young English as a Foreign Language (EFL) learners. The study involved 22 elementary school students aged 10-11 years, with English proficiency levels ranging from A1 to A2 (CEFRL). Participants completed a picture description writing task, and their writing processes were recorded using keystroke logging software. The results revealed that frequent pauses (P-bursts) were negatively correlated with text quality, suggesting cognitive overload or difficulties in language processing. In contrast, revision bursts (R-bursts) exhibited a positive correlation with text quality, indicating that the revision process played a crucial role in refining and improving the written output. Regression analysis further demonstrated that R-bursts significantly predicted text quality, underscoring the importance of revision behavior among young L2 writers. These findings contribute to our understanding of the cognitive processes underlying L2 writing in digital contexts and highlight the central role of revisions in enhancing text quality among young EFL learners. Educational implications emphasize the need for instructional practices that encourage and support the revision process in writing instruction for this population.

The process approach had been introduce into the education world of writing for quite some time, but it is surprisingly sad to see that many educators are not applying it in their teaching method. This study was conducted in order to see how many lecturers for the course English for Communication 2, utilized the process approach when teaching writing to their students. Besides that, another purpose was to identify the students' perceptions towards the usage of process approach in writing. The result should assist educators, syllabus designers and also material designers in foreseeing the steps that should be taken in improving the students' proficiency in writing.For the data collection, 2 methods were used; observation and survey (questionnaire). 12 observation sessions were conducted for 3 different classes. Questionnaires were distributed to 90 students who took English for Communication 2 subject. To validate the result, triangulation of data was also employed. The findings showed that although the effectiveness of the process approach in writing has been proven, but not all of the lecturers utilized it when teaching the writing skill. Out of three lecturers, only one used the process approach when teaching writing and the rest focused on the product approach. The study also showed that there were positive and negativeperceptions of the students towards the usage of the process approach in writing. This is because some of the students were exposed to the writing process and some were not. Process approach might be proven effective in teaching writing but it has not absorbed fully yet into the education system. An implication for educators is that to improve the students writing skill, one has to teach them step-by-step to reach a better outcome.

This is an interim report of the Kansai University Bilingual Essay Corpus Project currently being undertaken at the Faculty of Foreign Language Studies of Kansai University (KU) by the above authors. The project officially began in April 2012 for the primary purposes of (1) collecting essay data written both in English and Japanese on 13 different topics by the KU students and compiling them into a large-scale bilingual corpus, and (2) analyzing the corpus data from various viewpoints, be they lexical, syntactic, organizational, rhetorical or otherwise, to properly assess and gain insights into the students’ linguistic and compositional competences in both languages. The English part of the corpus (ver. 2012) currently contains approx. 650,000 running words, and the Japanese part approx. 1.5 million Kana-kanji characters. The corpus size will be twice as large as that of the current version by the end of 2013. The project also aims to develop an error tagger and a logical/organizati...

We included a question on book ownership in our Annual Literacy Survey, which was conducted between January and March 2021. Based on the responses of the 34,435 children and young people who answered this question: • Almost 6% of children and young people said they didn't have a book of their own at home-this equates to 413,068 children and young people in the UK • More children who receive free school meals (FSMs) said that they didn't have a book of their own at home compared with their peers who don't receive FSMs (9.2% vs. 5.3%) • Book ownership was associated with greater reading enjoyment and frequency. More than twice as many of those who had a book of their own said that they enjoyed reading (52.8% vs. 21.1%), and more than twice as many read daily in their free time (31.8% vs. 13.5%) compared with those who didn't have a book of their own.

"Ghislaine Leung takes on the readymade, among many other things, and manages to extract new meanings out of it, more than a century after this act of appropriation was initiated. I am often astounded when thinking of the brushstroke—applied, say, with oil on canvas—how after centuries of practice there are still artists who manage to develop their own idiosyncratic touch. A readymade, assisted or not, doesn’t have the same flexibility or malleability as a stroke of oil, but still, it is surprising what vast range of expression and meanings artists are able to squeeze out of this method of artistic production, so many years later. A brush stroke, which amounts to making a mark, is a signature of sorts, while the readymade moves away from the hand, and thus muddies the issue of creativity, and authorship, as it emphasizes intention, and thus the mind of the artist who appropriates and recontextualizes the inventions, and designs, of others." https://www.theartsection.com/leung

This paper aims to demonstrate that beneath the apparently conventional plot of Little Women (1868) lurks a rather progressive concept of marriage. The initial hypothesis is that the role model for the March girls is their unconventional mother, whose ideas they eventually adopt and put into practice. Marmee is an ardent opponent of the marriage of convenience. In her view, the chief prerequisite for choosing a life companion is love. Mrs March’s vision of marriage is seemingly contradictory – she concurrently considers marriage a sacred relation and adopts the position that it should not be the only and ultimate end of a woman’s life. The coveted aim should be self-actualisation, whereas matrimony is an integral and significant, but not absolutely necessary stage of a girl’s blossoming into womanhood. Each of the sisters, in her way and to a certain extent, fulfils her mother’s high expectations. All the sisters but Beth (who dies prematurely) learn how to conquer their greatest flaws and choose husbands who match both their virtues and weaknesses. Contrary to the views of certain critics that the marriage of the March sisters testifies to their conformity and submission, both to society and their husbands, this paper argues that marriage is an important aspect of their maturation. During their development, the sisters realise that they ought to renounce their childish dreams, the so-called “castles in the air” to strike a balance between individualism and the family’s (in particular, their mother’s) expectations. Admittedly, the marriages of Meg, Jo, and Amy do imply a compromise, but compromise, mutual helpfulness, and self-sacrifice are prerequisites necessary for the creation of the proper marital union in the fictional world of Louisa May Alcott. Moreover, this paper argues that concessions are expected not only from the March girls but also from their husbands, who likewise compromise and mature in marriage.

Notre étude s’inscrit dans le cadre de la phraséologie étendue au service de la caractérisation du genre romanesque médiéval (XIIIe siècle). Nous montrons que quatre constructions bâties autour du verbe doner se comportent comme des unités phraséologiques structurant le texte (nommées motif) par leur fonction discursive.

The development of argumentative writing skills is necessary and expected in secondary and higher education to foster critical thinking, but they are difficult to master. A computer-supported argumentative writing application, C-SAW, was designed to support this process. In its development and testing, scripts were written to record the use of embedded scaffolding devices and textual changes made. For research purposes, a conceptmapping and visualization software (VUE) was used to manipulate and code recorded data to visualize writing process stages for each participant. Further analyses using transitional probability matrices revealed what types of aid were consulted during different stages of writing and which aids and actions were involved in effectively regulating writing processes and strategies. In addition to being useful in analyzing the usability and effectiveness of the technology-enhanced environment, this type of analysis also gave insight into individuals’ writing proce...

Teaching problem: The comparative/contrastive approach to teaching intercultural communication is based on the premise that global rhetorical practices are not mere indicators of the cultural proclivities of a people, but are also a framework for developing a working knowledge about how members of a culture communicate. However, this approach predisposes learners to contrasting those cultures against their own and reinforces their preconceptions about national cultural characteristics. Augmenting that approach with transliteracies-emphasizing the benefits of knowledge sourcing not limited to scholarly/academic sources-offers a multidimensional perspective to intercultural communication. Research question: How can transliteracy inquiry be applied in teaching and learning global rhetorics? Situating the case: The approaches described here draw on the work of literacy researchers who delineate ways in which transliteracy broadens the scope of learning materials, including texts that are cultural and social (as opposed to linguistic) and that can be studied for what they convey about those cultures. How the case was studied: This paper describes the experience of using transliteracies to teach intercultural professional communication. The material was collected informally over the course of two years of teaching the course through observation, student completed research reports, and reflections. About the case: The shortcomings of contrastive and comparative rhetoric pedagogy in intercultural communication may be due in part to instructional materials selection and prioritization of what teachers deem to be scholarly. Reasoning that the basic architecture of a global rhetorics lies in its surrounding culture, artifacts, and communication systems, I designed an assignment that required students to describe how one culture's heritage, history, governmental systems, and value systems contribute to the development of persuasion and uses of rhetoric. Results: Transliteracies opened up spaces that allowed students to gain an in-depth understanding of others' rhetorical practices without contrasting them against their own and by approaching them as ethnographic objects of study. Students engaged the object of their scholarship more expansively. Conclusions: Transliteracies in intercultural professional communication served to move students toward a more immersive and empathetic understanding of referent cultures, a stance that enriches professional communication. Students displayed a more altruistic value system in representing their objects of study and were careful to recognize that their work might be accessed by a wider audience. Transliteracies offer a practical toolkit for comprehending and fashioning understandable and compelling arguments about other cultures.