Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students' language arts lessons and how students' production of texts in class is framed.…

This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online…

This study examines the composing process and authorial agency of a college ESL writer as she remediated an argumentative essay into a multimodal digital video. Employing principles of sociosemiotic ethnography, and drawing on the concepts of resemiotization and recontextualization, the study investigated multiple types of data, including an…

This article reports on an international study of the teaching of undergraduate mathematics in seven countries. Informed by rhetorical genre theory, activity theory, and the notion of Communities of Practice, this study explores a pedagogical genre at play in university mathematics lecture classrooms. The genre is mediational in that it is a tool…