Writing intensive (WI) courses are well-situated to support students' counterargument skill development, a key element for both academic and civic discourse in today's socio-political environment. However, while many researchers celebrate multi-faceted argumentation, few studies look beyond a dichotomous or "two-sided" approach in…

This study focused on the use of anticipation guides (AG) as a reading strategy to support science reading and explored the level of students' scientific written arguments as a result. An AG consists of four components that address the topic of the reading activity: statements about the content, what I think, what the texts say, and evidence in…

This paper describes the collaboration of a Writing Center director and a professor of a Fisheries Biology course in support of a research paper entitled, "The World Without," which asks students to convince readers of the likely ecological consequences associated with the extinction of a finfish species or aquatic habitat. Opportunities…

Most literature courses at the tertiary level require students to write a research paper. However, due to their lack of experience and training in high school, many undergraduates fresh from high school find it difficult to meet the requirements when preparing for this assignment. Based on my experience teaching first-year university students in…

Given the complexity of dialogic argumentative writing and the requisite instruction needed to support student writers, we describe the instructional practices of an English language arts teacher and her culturally and linguistically diverse classroom of 10th graders' writing during key moments in two instructional units during school year…

Critical thinking is integral to English language teaching (ELT) as it enhances both linguistic competence and higher-order cognitive abilities such as analysis, evaluation, and problem-solving. This paper explores how critical thinking can be systematically embedded in ELT to foster intellectual maturity and independent learning. It examines…

This article describes how a class dedicated to supporting language needs in concurrent science courses developed complex grammatical literacy with an emphasis on a functional understanding of language for technicality, precision, and persuasion. The success of the curriculum was predicated on three factors: the grammatical content selection and…

This study investigates task-specific emotions, examining how they arise and impact performance in a second language writing task through the lens of control-value theory and a positive psychology (PP) perspective. Participants were 206 secondary English-as-a-foreign-language learners from rural China. They completed an English argumentative…