In this article, I argue for centralizing revision in FYC classrooms, thereby establishing it as the vital component of composition that it is. I show that engagement with revision in FYC courses tends to be minimal, relegated to the end of a project, or completely omitted. These low standards for revision pedagogy can result in students not…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

Writing occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper-division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students' writing…

Drawing on four years of anecdotal data and student feedback on course evaluations, this paper provides a retrospective account of the author's experience with teacher candidates in an elementary writing instruction course as first-time authors of children's books, in particular focusing on a writing workshop approach as an effective pedagogical…

This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45…

As familiar and widely used elements of second language pedagogy that can be leveraged in interesting new ways through the use of digital technology. The focus is on a set of affordances offered by Google Drive, a popular online storage and document-sharing technology. On the assumption that dynamic collaboration with peers, teacher feedback, and…

Truscott's (1996) indictment on error correction in second-language (L2) writing has ignited much discussion and research on the appropriateness of written corrective feedback (WCF) in L2 contexts. Out of this has emerged a body of research that suggests that WCF can positively impact the linguistic accuracy of student writing. However, these…

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

The context of this research is an academic writing course for first-year Social Science students on a four-year extended curriculum at the University of KwaZulu-Natal. This course traditionally uses written formative feedback on drafts of students' assignments and the lecturers were frustrated by the students' negative, minimal responses to the…

A writing workshop is a pedagogical tool that can create a more productive experience for teachers and students alike. Business students who have used this technique with experienced instructors agree that a well-planned writing workshop can be useful for dispelling writing fears, furthering understanding of business communication skills,…

This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without…