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Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Underpinning this consideration of writing instruction in Aotearoa New Zealand (NZ) is the premise that acts of teaching interact with the context in which they occur; they are shaped by the socio‐cultural milieu, philosophical and socio‐political traditions, curriculum and assessment systems, and the nature of individual classrooms. This perspective positions research regarding effective teaching and learning as requiring interpretation and, often, adaptation. Further, we have argued elsewhere that shared theories or understandings about constructs in writing instruction, applied within a context, can give rise to varied acts of instruction. Two constructs in writing instruction, key given features of the NZ context, are examined: developing independent, self‐regulating writers, and engaging in responsive, sustaining pedagogy. In NZ, shared theory of the importance of developing independent, self‐regulating writers is actioned in multiple pedagogical acts or approaches: teaching of strategies, largely through modelling; scaffolding goal setting; providing opportunities for decision making and choice; and enabling peer and self‐evaluation. Promoting self‐regulation is important given a policy of continuous intake, and traditions of non‐streamed classrooms and of teaching the individual. Shared understandings about responsiveness include knowing each individual student and building on, and sustaining, existing strengths. In teaching, writing this includes differentiating instruction often through the use of small‐group instruction, providing targeted, accessible feedback, and the use of culturally sustaining forms of instruction such as those involving trans‐languaging and storytelling. These understandings align with shared views of teaching as iterative inquiry and with official invitations to adapt curricula to fit local contexts. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the direct and indirect relations between short-term memory (STM), reading, oral language, and writing at the letter, word, and discourse levels in young, developing writers both cross-sectionally and longitudinally. Method: Participants were 449 English-speaking kindergarten students (52% female) from 41 schools in the U.S. Results: The cross-sectional analysis indicated that STM was directly related to oral language (β = 0.62), letter naming fluency (β = 0.43), word reading (β = 0.54), and reading comprehension (β = 0.42), all of which were statistically significant. Results supported a complete mediation model with STM having an indirect effect on writing via reading and oral language. In the cross-sectional analysis, the total effects of STM on handwriting (β = 0.51), spelling (β = 0.57), and written composition (β = 0.47) were substantial and statistically significant. In the longitudinal analysis, the total effects of Fall STM on Spring writing outcomes, handwriting (β = 0.42), spelling (β = 0.70), and written composition (β = 0.44) were also substantial and statistically significant. Conclusion: Findings confirm that STM is a foundational cognitive skill necessary for early writing; however, they provide a more nuanced understanding by showing that the contribution of STM is indirect through reading and oral language. Writing is complex, requiring interaction among higher-order domain-specific and domain-general components. Along with other recent studies, our findings highlight the need to examine the direct and indirect effects for a more precise understanding of skills that support writing development. [ABSTRACT FROM AUTHOR]

Students' engagement in writing mediates their academic literacy development as they become initiated and socialized into disciplinary communities. With a focus on the mediating role of writing, the present study investigates the ways in which two L2 students forge an early understanding of academic discourse when they carry out writing tasks across the curriculum as nonmajors. Using qualitative analysis, the research examined student writing in general education courses, course materials, and student interviews. The researcher analyzed data in search of developmental signs, that is, the points at which students acquired or reshaped their literacy practices according to disciplinary expectations. Study findings show that the features of writing tasks frame the ways in which students conceptualize disciplinary expectations, which manifested in three ways: Knowledge-telling, inferential search, and identity construction as a member. The relationship between academic literacy and writing tasks points to the importance of course materials and design, a variable to consider for improving instruction. Based on the findings, the present study discusses implications for teaching and research in L2 writing. [ABSTRACT FROM AUTHOR]

This study investigates region-specific inflectional morpheme frequencies within the ICNALE Corpus, exploring significant global linguistic intricacies. Through a quantitative, corpus-based approach, it conducts a comprehensive contrastive analysis, leveraging the extensive accessibility of the online ICNALE. Despite inherent limitations in data collection primarily reliant on interviews and written compositions within the ICNALE Corpus, the study offers illuminating insights into how diverse linguistic backgrounds influence the usage of inflectional morphemes in English. The findings bring to light interesting patterns in possessive usage, reflecting variations among ESL learners in acquiring grammatical features. Additionally, it highlights complexities in acquiring comparative and superlative degrees, aligning with challenges encountered by learners in mastering specific inflections. Analyses of plural noun inflections, subject-verb agreement, past tense, past participle, and present participle usage underscore the multifaceted influences of language background, acquisition stages, and instructional emphasis on learners' morphological patterns. Future inquiries could further investigate the impact of instructional methodologies on inflectional morpheme acquisition, undertake comparative studies across proficiency levels and age groups, explore morphological transfer from learners' native languages, and deepen comprehension of cognitive processes guiding effective learning strategies. These endeavors hold promise in refining pedagogical methodologies and enriching language learning experiences for diverse learner cohorts. [ABSTRACT FROM AUTHOR]

Amelia Opie's novels have typically been received as following the structure of the fallen-woman plot. This article reveals how Opie's late understudied novel The Only Child; or, Portia Bellenden (1821) forms a radical departure from this genre as the heroine uses her skill in writing and poetry composition to orchestrate for another character to die in her place. Using recent approaches in cognitive narratology, in particular the theory of predictive processing, I analyse how Portia utilises composition to manipulate emotions and genre expectations, and thus attain agency over plot events. This new cognitive account of composition's representation demonstrates how the novel's original poems model a method for constructing decisions that depart patriarchal scripted narratives. The cognitive approach to composition reveals how the novel's radical politics lie, not in offering specific political values, but in demonstrating how the reader can use composition to interrogate gendered ideologies that are represented as moral behaviour. [ABSTRACT FROM AUTHOR]

Depth of processing vocabulary has been the subject of heated discussion among vocabulary researchers. Yet, current literature lacks research comparing different tasks to investigate the acquisition of vocabulary knowledge among adult learners of English as a foreign language (EFL). To fill the gap, we designed five task-based groups based on Technique Feature Analysis (TFA) as a framework to predict the effectiveness of different vocabulary learning tasks with similar or different TFA rankings on L2 vocabulary knowledge gain. The participants were 130 EFL learners (mean age = 21.7, female 61.5%) randomly assigned to the vocabulary learning tasks: reading and multiple-choice items (TFA = 6), reading and choosing definitions (TFA = 6), reading and fill-in-theblanks (TFA = 7), reading and rewording the sentences (TFA = 6) and composition writing (TFA = 8). The results of the study revealed that tasks with the same TFA scores led to similar vocabulary knowledge gains. While predictions of the TFA are partially supported, composition writing and sentence rewording tasks supersede other tasks in terms of their effectiveness in vocabulary acquisition. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of knowledge on transitional devices in written compositions and writing difficulties of Grade 10 students in Aleosan Secondary Schools. In employing the descriptive-correlational design, the study determined and described the respondents' demographic profiles, such as sex, age, level of the knowledge of the usage of transitional devices in written compositions, and their writing difficulties. Also, the study determined the significant difference in the level of knowledge on transitional devices in written compositions between male and female Grade 10 students and the significant difference in their writing difficulties. The paragraph test and writing test were the main instruments of this study. Findings revealed no significant difference in the level of knowledge of transitional devices in written composition between male and female respondents. However, there is a significant difference in their writing difficulties. Moreover, there is a significant relationship between the level of knowledge of transitional devices and the writing difficulties encountered by the respondents. [ABSTRACT FROM AUTHOR]

Digital multimodal composing (DMC) allows students to mobilize a wide range of multimodal resources to make meaning. While studies in DMC tended to focus on language-learning contexts, few of them examine its use in content-based courses whereby students are proficient L2 users expected to demonstrate understanding of abstract concepts using DMC. Drawing on semi-structured interviews with English-major students who attended a writing course in an English-medium instruction university in Hong Kong, the study investigated how the students' view of DMC was transformed after exposure to DMC pedagogy. The study findings suggest that students developed an increased awareness of the affordances and constraints of (new media) writing, and they strategically bring in and bridge 'in-class' and 'out-of-class' digital practices. Students also reported on the opportunities and challenges of DMC pedagogy through reflecting on their DMC experiences. The study proposes suggestions for implementing DMC in diverse teaching and learning contexts. [ABSTRACT FROM AUTHOR]

The development of critical thinking is essential to the treatment of gender perspective in Primary Education. For this reason, this study focused on determining the critical ability of primary students depending on gender, analysing the possible connections between the participants' breadth of thought and spelling competence. The methodology was based on a humanistic–interpretative ad hoc approach to categorical organisation. A total of 636 Primary Education students from the Region of Murcia (Spain) participated in a field activity in which they created a written composition based on a pretext that contained an image showing a controversial gender situation; this illustration incited a critical response in the creation of each story. The compositions were analysed individually and qualitatively using the Atlas.Ti software (v.8.4). The most relevant results appear to prove the higher critical ability of the girls who participated in this study, and additionally show connections with the spelling competence of these students. However, the critical thinking and spelling values shown were still far from what would be expected of a developed society. [ABSTRACT FROM AUTHOR]

This study is concerned with the writing composition skills of English as a Second Language (ESL) Filipino Learners in La Paz National High School of Pangasinan Schools Division II for S.Y. 2022 - 2023. Specifically, this study determined the level of writing composition skills of English as a Second Language (ESL) Filipino Learners along with vocabulary, grammar awareness, and organization of words by Grade 10 Learners. This study looked into the Profile of the respondents in terms of sex, most preferred reading materials available at home, exposure to writing applications and economic status. (2) level of writing composition skills of English as a Second Language (ESL) Filipino Learners along vocabulary, grammar awareness and organization of words. (3) There is a significant relationship between the Profile of the learners and their level of composition writing skills, and (4) the proposed intervention program enhances the composition writing skills of the learners. To address the preceding problems in this study, statistical measures were used for data analysis and interpretations. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), and the Pearson correlation coefficient (r). This study found that most of the respondent learners are male that is 79 or 57.25 percent, learners most preferred reading materials at home under T.V. broadcast media is commercial that is 64 or 46.3, under print media is a dictionary that is 82 or 59.42, and under electronics are web articles that are 84 or 60.87 percent. Most learners are exposed to messenger with a total frequency of 132 or 95.65 percent. The family income in a month of 75 or 55.07 percent is 10,000-20,000, which is the majority of the overall total of the respondents. The result of this study is in the level of composition writing skills of learners along with vocabulary, grammar awareness, and organization of words with a grand overall weighted mean of 4.01, which is also described as high. This study recommends that grade 10 learners should engage more and motivate themselves in reading different materials to improve their composition skills and address difficulties in vocabulary, grammar awareness, and organization of words. Grade 10 English teachers should engage students in different game-based writing activities to make the learning more fun and, at the same time, enhance their writing skills and awareness of the importance of the English language in writing. Parents should tailor their approach to their children's individual needs and interests, such as encouraging them to practice writing with different resources. Further research may be conducted to determine the level of composition writing skills of learners along with vocabulary, grammar awareness, and organization of words of English as a Second Language (ESL) Filipino Learners. [ABSTRACT FROM AUTHOR]

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice, open-ended, cloze), and written composition (e.g., writing quality, writing productivity, writing fluency, writing syntax), and developmental phase of reading and writing (grade levels as a proxy). A total of 395 studies (k = 2,265, N = 120,669) met inclusion criteria. Overall, reading and writing were strongly related (r =.72). However, the relation differed depending on the subskills of reading and writing such that word reading and spelling were strongly related (r =.82) whereas reading comprehension and written composition were moderately related (r =.44). In addition, the word reading-spelling relation was stronger for primary-grade students (r =.82) than for university students/adults (r =.69). The relation of reading comprehension with written composition differed depending on measurement of reading comprehension and written composition—reading comprehension measured by multiple choice and open-ended tasks had a stronger relation with writing quality than reading comprehension measured by oral retell tasks; and reading comprehension had moderate relations with writing quality, writing vocabulary, writing syntax, and writing conventions but had weak relations with writing productivity and writing fluency. Relations tended to be stronger when reliability was higher, and the relation between word reading and spelling was stronger for alphabetic languages (r =.83) than for Chinese (r =.71). These results add important nuances about the nature of relations between reading and writing. [ABSTRACT FROM AUTHOR]

The involvement load hypothesis (ILH), which predicts the lexical learning potential of tasks, assumes that writing sentences (SW) and compositions (CW) using novel target words (TWs) lead to similar lexical gains. However, research on the issue is scarce and contradictory. One possibility is that the higher cognitive load of CW hinders learning relative to SW. To verify the learning potential of SW and CW, we selected 20 English academic TWs and conducted a pretest–posttest quasi-experiment with Polish advanced learners of English. First, all participants wrote a control essay (without TWs), then SW participants wrote sentences and CW participants wrote two essays, each with 10 TWs. Generalized linear mixed models revealed higher gains in breadth and depth of knowledge for SW than for CW, which contradicts the predictions of the ILH. Furthermore, to detect signs of cognitive load, we derived three task-based performance measurements from the compositions: holistic scores, number of errors, and words per minute. The measurements found that the control essay and essays with TWs were of similar quality (holistic scores), but that the control essay was written faster and with fewer errors than the other two. Concluding, using TWs in essays probably increased learners' cognitive load, slowing down their writing, generating more errors, and ultimately, decreasing learning of the TWs. [ABSTRACT FROM AUTHOR]

Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product—focusing on teaching the process of writing lengthy pieces rather than providing explicit instruction in the development of singular, well-constructed sentences. Many students with learning disabilities struggle with proficient sentence construction and acquiring content-area knowledge. Teaching sentence-level writing through content can aid in remediating sentence-level writing deficits while helping students build content-area knowledge. A framework for embedding writing across the curriculum and six sentence-level instructional activities are described. [ABSTRACT FROM AUTHOR]

Theoretical models hold that written products (e.g., quality of written composition) are the outcome of the writing process (e.g., translation, transcription, revision) and skills and knowledge on which the writing process draws (e.g., language, transcription, cognitive skills). In the present study, we examined the relations among writing quality; the writing production process measured by writing fluency; and language, cognitive, and transcription skills, using longitudinal data from English-speaking beginning writers who were followed from kindergarten to Grade 2 (N = 261). Children's working memory, attentional control, spelling, handwriting fluency, vocabulary, grammatical knowledge, and writing quality were measured in kindergarten, Grade 1, and Grade 2. Writing fluency was measured in Grade 2 in two ways, using a process-based measure, writing burst length (chunks of text produced between pauses during writing), and a product-based measure, the number of words produced per total writing time. Results from structural equation modeling showed that Grade 2 writing fluency was moderately related to Grade 2 writing quality (.40) and completely mediated the relations of Grade 1 spelling and handwriting fluency skills to Grade 2 writing quality. In contrast, Grade 1 vocabulary was directly related to Grade 2 writing quality over and above Grade 2 writing fluency. Kindergarten working memory was indirectly related to Grade 2 writing fluency via Grade 1 spelling skill. These findings indicate that the writing production process measured by writing fluency mediates the relations of transcription skills to writing quality, and executive function is indirectly related to writing fluency via transcription skills for beginning writers. Educational Impact and Implications Statement: This study advances our understanding of how a written product, writing quality, is predicted by the writing production process measured by writing fluency as well as language, cognitive, and transcription skills. We measured young beginning writers' writing fluency by a process-based measure, writing bursts (chunks of text produced between pauses while writing) using a digital pen with an infrared camera at its nib, as well as a product-based measure, the number of words produced per total writing time. Results showed that children who had higher writing fluency—those who produced longer writing bursts (who can write more words and letters per burst) and wrote a greater number of words per total writing time—had higher quality writing, and this was explained directly by transcription skills and indirectly by executive functions such as working memory. [ABSTRACT FROM AUTHOR]

We investigated spelling errors in English and Spanish essays by Spanish-English dual language learners in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. We examined what types of spelling errors students made, whether they made spelling errors that could be due to crosslinguistic influence, and whether errors were associated with instructional program, English learner status, and grade level. Compositions were transcribed and coded using the Systematic Analysis of Language Transcripts (SALT) software. Spelling errors were suggestive of crosslinguistic influence that was mostly unidirectional from one language to the other rather than bidirectional. Spelling errors were related to instructional program such that students in Spanish-English dual immersion made more English spelling errors in English compositions due to Spanish influence, and students in English immersion made more spelling errors in Spanish compositions due to English influence. Students in higher grades also made less English spelling errors in English compositions due to Spanish influence than students in lower grades. These findings suggest that dual language learners acquire spelling patterns in one language influenced by instruction and home language, which transfers to spelling in the other language. [ABSTRACT FROM AUTHOR]

The purpose of the work is to reveal in the parts of Almaviva ("The Barber of Seville" by G. Rossini) and Faust (opera of the same name by Сh. Gounod) the features of the tenor pre-opera parts of church singing, extremely honoured by sincerely believing composers. The methodological basis is the intonation approach of the B. Asafyev school in the works of Ukrainian musicologists, including T. Verkina, O. Kozarenko, I. Liashenko, O. Markova, O. Roshchenko, O. Sokolova and others, using scientific comparative-stylistic, hermeneutic, biographical-descriptive, analyticaltypological research methods. The scientific novelty is determined by the independence of the approach to the named parts from the standpoint of church singing usage, which in musicological studies was corrected by the plot of the plot, and not by certain religious attitudes of the authors of the opera. The analysis of well-known parts from the standpoint of their reflection of the church use of tenor parts in the traditions of Byzantine old church singing appears to be innovative. Conclusions. Selected for analysis are the parts of well-known operatic characters by G. Rossini and Ch. Gounod, written for compositions that appeared in the declaration of the ideas of the Restoration (Rossini's work) and an anti-romantic statement in favour of popular religiosity (in Сh. Gounod), in which an analogy to church values is assumed tenor sounds in the expression of canonical indicators of church merits of Love. Lyrical tenors embody in these operas the most important author's ideas - the Good Expectation of the Restoration in the role of Almaviva in G. Rossini's "The Barber of Seville" and the generosity of love that inspires the Atonement of the sinful defiance of the Law. [ABSTRACT FROM AUTHOR]

This essay suggests that our understanding of writing workshop pedagogy has been limited by a divide between composition and creative writing, and by the ways we've narrated this pedagogy in our respective fields, leaving us with little knowledge of what actually happens in writing workshops. To open new possibilities within workshop pedagogy, the author argues, we need to tell our workshop stories differently: not as method or myth, but as a complex classroom scene. [ABSTRACT FROM AUTHOR]

• Transcription had a strong constraining effect on composition quality and productivity. • Transcription moderates the relation between oral language and composition quality. • No signification moderation of transcription on the oral language-composition productivity relation. In the present study we examined the contributions of transcription and foundational oral language skills to written composition outcomes in a sample of kindergartners. Two hundred and eighty-two kindergarten students from 49 classrooms participated in this study. Children's writing-related skills were examined using various tasks. Latent structural equation modeling was used to test the hypothesis that transcription moderates the relation between foundational oral language and compositional productivity and quality for kindergarten writers. This hypothesis is one possible manifestation of the Developmental Constraints Hypothesis (DCH). In support of the DCH, transcription had a strong constraining effect on both composition quality and productivity. Additionally, transcription moderated the relation between foundational oral language skills and composition quality, although the moderation was negative. There was no signification moderation of transcription on the foundational oral language -composition productivity relation. Implications of the findings and future directions are discussed including challenges assessing composition in young, beginning writers. [ABSTRACT FROM AUTHOR]

Multimodal composing, which has sometimes been referred to synonymously as multimodal composition or multimodal writing, is the use of different semiotic resources (e.g., audio, visual, gestural, and/or spatial resources) in addition to linguistic text for making meaning. Notably, multimodal composing is neither a new type of writing nor a new area of research, with studies dating back to the early 2000s. In the domain of second language (L2) research, Tardy's (2005) study on multimodal composition in academia was one of the earliest to bring attention to the nonlinguistic features of L2 written output. Even after this pioneering study, in the few years that followed, only a handful of studies further explored aspects of L2 learners' multimodal compositions. However, over the past decade, the fields of applied linguistics and second language acquisition (SLA) have witnessed an explosion of interest in both its study and classroom applications, with teachers' adoption of multiple modes becoming an indispensable part of their pedagogical toolkits (e.g., Kessler, 2022; Li, 2021; Zhang et al., 2021). [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The "Single Share," (2) "The Sticky and the Sticker," and (3) "The Borrow." The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators. [ABSTRACT FROM AUTHOR]

The dating and meaning of petroglyphs constitute a challenge in African rock-art research. In this article, we present and discuss a recently found rock-art assemblage from the Shaqadud site complex (Sudan), a site aggregation that nicely documents Holocene prehistoric cultural adaptations in non-aquatic, deep-savanna environments in what is today the Eastern Sahel. The rock-art corpus contains 120 identifiable motifs with a clear predominance of giraffes (n = 113, 94.2%) that are of small dimensions (< 50 cm) and are shown in a limited number of compositions. The thematic and technological compactness of the assemblage suggests a chronological integrity of the local figurative rock art and a coherent thematic and technological mindset of its creators. The archaeological context and the general characteristics of the assemblage place the local figurative rock art between the beginning of the Holocene and the Late Neolithic, in absolute dates between ca. 8748–1639 cal BC. However, spatial and visual connections could suggest a narrower dating of the assemblage, to the late Khartoum Mesolithic, around 6421–6088 cal BC. The predominance of the giraffe in the Shaqadud rock art suggests that this species may have carried a special significance for the local prehistoric communities. At the same time, the lack of hunting scenes in the figurative assemblage indicates that the importance of the giraffe motif goes beyond subsistence. [ABSTRACT FROM AUTHOR]

This research aims at exploring in an irregular orthographic system like French, if spelling is related to written composition. French spelling is particularly interesting because it includes phonographic irregularities (i.e., inconsistencies), lexical difficulties and numerous morphological silent marks (e.g., plural noun, adjective, and verb agreement). In a longitudinal study from the beginning of Grade 3 to the end of Grade 4, pupils (N = 173) were asked twice in every grade to compose narrative texts from strips. Text length, text completeness and three categories of spelling errors were coded and analyzed through multilevel growth curve models. Results show (1) a growing relationship between text production and orthographic performance, (2) that this relationship varied according to whether it related to text length or to text completeness, and (3) its strength and evolution depended on the type of errors (phonographic, lexical, or morphological). [ABSTRACT FROM AUTHOR]

Microlenses were fabricated through a thermal process using laser-induced localized overheating on the surfaces of various bulk Ge–Sb–S glasses. These glasses spanned three distinct groups: (a) stoichiometric (GeS2)1−x(Sb2S3)x glasses with x = 0–0.88; (b) a series with a constant Sb content represented as GexSb0.17S0.83−x, x = 0.13–0.24, and (c) glasses with a constant Ge content denoted by Ge0.18SbxS0.82−x, x = 0.03–0.10. A continuous-wave laser emitting at 532 nm was used in the fabrication process. Both the photo-induced microlenses and the non-illuminated surfaces underwent characterization to determine their topography (via digital holographic microscopy), chemical composition (using EDX analysis), structure (through Raman spectroscopy), and mechanical properties (assessed by Nanoindentation). The influence of the chemical composition was studied to identify parameters that described the characteristics of the formed microlenses, such as the maximum achieved height and the threshold power density for microlens formation. For (GeS2)0.66(Sb2S3)0.34 glass, the effective focal length of the produced microlenses was calculated to be approximately 145–190 µm, potentially aiding in the miniaturization of optical devices that, in the context of Ge–Sb–S, working primarily in the near and/or mid-IR region. [ABSTRACT FROM AUTHOR]

The understanding of the cognitive processes that underlie written composition requires analysis of moment-by-moment fluctuation in the rate of output that go beyond traditional approaches to writing time-course analysis based on, for example, counting pauses. This special issue includes 10 papers that provide important new tools and methods for extracting and analyzing writing timecourse data that go beyond traditional approaches. The papers in this special issue divide into three groups: papers that describe methods for capturing and coding writing timecourse data from writers producing text either by hand or by keyboard, papers that describe new statistical approaches to describing and drawing inferences from these data, and papers that focus on analysis of how a text develops over time as the writer makes changes to what they have already written. [ABSTRACT FROM AUTHOR]

This article argues that the oral performance of personal monologues in first‐year composition courses allows students to identify meaningfully with one another across difference at a time when the American political climate too often forecloses such opportunities. The author considers the opportunity personal monologue provides for parrhesia that recontextualizes the space in which deliberative discourse occurs. Drawing on a case study of the author's food‐based composition course, this article provides supporting evidence for the power of performed personal monologue to encourage mutual identification among students that creates a new foundation for subsequent discourse. [ABSTRACT FROM AUTHOR]

Writing is both affective and ecological. Consequently, effective writing instructors need a deep understanding of writing's affective and ecological aspects, making composition one of the most complex and challenging areas of pedagogical endeavor. This claim is especially true in institutions whose product-oriented epistemologies make writing potentially traumatizing for many student writers. To assist writing teachers in meeting student writers' needs, this article draws on a diverse body of research to explain writing affect, its role in ecological processes of composition within early collegiate humanities curricula, the relation of writing affect to writers' identities, and the impact collegiate corporatization may have on composition instruction. Subsequently, this article describes approaches for making writing pedagogy more process oriented, trauma informed, and equity centered. [ABSTRACT FROM AUTHOR]

The term 'intertextuality' has been in use in biblical studies for over three decades. However, the study of the relationship of biblical elements (e.g. theme and pattern) in the OT and how it functions as a compositional framework in the NT seems to have gained less attention. This paper, thus, aims to investigate whether the temple cleansing-rebuilding tradition in the OT underlies John's Gospel as a compositional framework by: (1) introducing the term 'hyper-intertextuality'; (2) discussing the distinctive pericope of Jesus' temple cleansing in John's Gospel; and (3) formulating a comparative method adapted from Halliday's sociolinguistic theory of context of situation as a heuristic tool. [ABSTRACT FROM AUTHOR]

This essay interprets Nadine Gordimer's My Son's Story in relation to the history of irony, focusing particularly on the ideas of Paul de Man. By considering Gordimer's engagement with theory in essays she wrote during the novel's composition, I argue that she acquired an appreciation for the notion that language mediates one's relationship to reality; such a principle lets her develop the novel's ironic conceit. The effect of the novel is to shift attention away from ethical conundrums posed by oppression to problems of representation: an effect that helps us to understand certain features of theory. [ABSTRACT FROM AUTHOR]

The study aimed at identifying the effectiveness of teaching text structure on improving writing composition skills and reducing writing anxiety among seventh graders in Jordan. To that aim, the one-group pretest-posttest design was adopted. The researchers developed a writing composition test according to the structures of (problem/solution, compare/contrast, description), and writing anxiety scale. The subjects of the study consisted of 29 seventh graders, taught through the text structure procedures. The findings revealed that there is a statistically significant effect of the text structure strategy on improving writing composition and reducing writing anxiety, with a large effect size. In light of the findings, the necessary recommendations were set. [ABSTRACT FROM AUTHOR]

This article discusses the errors made by second language learners in composition writing and proposes an English remedial program for higher institutions. The study analyzes the errors made by students in their composition writing and finds that learners make errors in mechanical, grammatical, and structural categories. The study suggests that language professors should incorporate grammar lessons in all language courses and that learners should be exposed to multiple writing tasks to enhance their writing skills. The article also references three other research articles that provide insights into the challenges and potential solutions for language learners and educators. [Extracted from the article]

Several studies have evaluated the use of sample texts as models, against which second language (L2) learners can compare their original writing, as a written corrective feedback (WCF) strategy. This study contributes to this literature by investigating whether L2 learners' working memory capacity, which is posited to play a crucial role in L2 learning, moderates the effects of models in WCF. Sixty-seven L2 college students were assigned to either a model group or a control group. Students in both groups individually engaged in a three-stage writing task (i.e., writing-comparing-rewriting), but only students in the model group received model essays during the comparison stage. Two weeks later, all participants were asked to repeat the same writing task, to investigate the long-term effects of models as well as to perform two working memory tasks: a complex working memory task (a reading span test) and a phonological short-term memory task (a non-word repetition test). Results showed that the model group learners made significant improvements in their writing, and maintained those positive effects after two weeks. In addition, complex working memory and phonological short-term memory were found to be significant predictors of the extent to which L2 learners benefitted from the use of models. [ABSTRACT FROM AUTHOR]

Collocations play an important role in L2 learners' fluent and idiomatic language production. Previous studies using a frequency-based approach to studying collocations underscored the potential to use association measures for distinguishing L2 writing proficiency. However, studies in this line have largely neglected the syntactic relation of words within a collocation. In addition, most L2 collocation studies have focused on learners at upper-intermediate levels and above, leaving the use of collocations by beginner-level learners understudied. Using the Yonsei English Language Corpus, this study investigated frequency (measured by normalized frequency and normalized deviance of proportions), formulaicity (measured by mutual information and t-scores), and diversity (measured by normalized entropy scores) of seven lexical collocations and four grammatical collocations in argumentative essays from beginning to upper-intermediate levels. Results showed that upper-intermediate L2 learners used more collocations with higher association strength and diversity than did beginning-level learners. In addition, collocations used by upper-intermediate learners were more idiomatic and suitable for L2 academic writing. The findings indicated that specific collocational patterns (i.e. adverb-verb and verb-preposition) could serve as reliable indicators of distinguishing beginning L2 writing from upper-intermediate L2 writing. [ABSTRACT FROM AUTHOR]

Peer feedback has been widely employed in writing instruction in various contexts. However, studies into its effects on improving students' writing performance, particularly its long-term effects, are under-represented. To fill the research gap, we adopted a pre-, post-, and delayed post-test quasi-experimental design to investigate the long-term effects of a peer feedback intervention. Two intact classes of EFL students from a Chinese university were recruited, with one class participating in peer feedback activities and the other class receiving collective feedback from their teacher for one semester. Their compositions for the pre-, post-, delayed post-tests were compared in terms of the overall text quality, content, organization, complexity, accuracy, and fluency (CAF). The results show that the experimental group participants made significant improvements in the overall text quality, content, organization, and accuracy in the post-test and they retained the improvements 12 weeks after the intervention. In addition, they outperformed their counterparts receiving collective feedback in the overall text quality and organization in the post- and delayed post-tests, and in accuracy only in the delayed post-test. Results suggest that peer feedback could help Chinese EFL learners make progress in writing. [ABSTRACT FROM AUTHOR]

This paper explores the correspondence between the use of ChatGPT and the generally accepted definitions of learning. The study compares the data provided by ChatGPT with well-known definitions of learning in order to determine if the use of the chatbot supports language learning. The research questions focus on the alignment between ChatGPT and the definitions of learning, the potential behavioral changes resulting from learning via ChatGPT, the learning experience provided by the chatbot, and the support it offers for language learning and the development of linguistic and social skills. The methodology of the study involves a qualitative approach, collecting data from university students who used ChatGPT to complete writing assignments. The participants were observed during their interaction with ChatGPT, and interviews were conducted to gather their perspectives. The collected data were compared to a list of definitions and concepts of learning and language learning. The results indicate that learning via ChatGPT did not lead to immediate behavioral changes, as observed in the participants' interactions. However, the use of ChatGPT, if repeated, could provide an experience that may contribute to learning, particularly in terms of motivation and engagement. The study also found that the learning process with ChatGPT lacked the traditional elements of student-teacher interaction and specific learning materials but offered a wide range of general material for consultation. Furthermore, the use of ChatGPT was seen to support language learning and the development of linguistic and social skills if it is used with other learning strategies. This paper sheds light on the potential of AI-driven chatbots, specifically ChatGPT, for language learning in relation to the use of writing composition and dialogues which leads to more laziness and dependence unless it is used with other learning techniques in language learning context. The use of ChatGPT serves more content knowledge in all disciplines more than oral skills of language learning. It highlights the need for further research to understand the limitations and risks associated with such technology and to explore its effective integration in educational settings. [ABSTRACT FROM AUTHOR]

PhD candidates face heavy workloads and lack strategies to prioritize their dissertation, resulting in limited writing opportunities and low confidence in writing capabilities. Although writing retreats are known to propel academics' writing productivity, little is known about how they may assist PhD candidates in enhancing writing self-efficacy and self-regulation. An Explanatory Sequential Mixed Method with a quasi-experimental design was used to examine the impacts of writing retreats on PhD candidates' internal factors (writing self-efficacy and self-regulation) and external factors (urgency and opportunities to write). An experimental group (n = 34) and a control group (n = 64) answered a questionnaire measuring retreat effects, after which a subsample (n = 30) was interviewed to further interpret these effects. In sum, writing retreats enhance PhD candidates' writing self-efficacy and self-regulation through goals setting and time management practices. Recommendations are provided about using socially structured writing activities to support PhD candidates' dissertation advancement. [ABSTRACT FROM AUTHOR]

The current study is an exploration of the association between the characteristics of students' written compositions and their reading comprehension performance. We address the empirical question about the degree to which writing is predictive of reading comprehension by comparing the utility of several popular written composition metrics. These include the 6+1 Trait® Model of Writing, a metric from curriculum‐based measurement in written expression, Coh‐Metrix, and automated counts of word features. The dependent variable for all data analytic models was the reading comprehension score (RC score) from the FAIR‐FS. First, we conducted two random forest regressions, one containing the reading skills, namely, scores on the vocabulary, syntax, word recognition, and reading fluency tasks on the FAIR‐FS and the other containing these reading skills in addition to all of the writing scores calculated from the written composition task. Second, we use the importance indices from the random forest regression to select skills to include in an explanatory regression model. In addition to finding that the writing related skills added to the importance, we further found that the most important skills in the random forest regression were reading‐related followed by the various instantiations of curriculum‐based measures, number of morphemes, and incidence of gerund density. These signify a unique contribution between curriculum‐based measures and reading comprehension when accounting for comprehension‐related reading skills thus furthering our understanding of the interdependency between the components of writing and reading. The current study is an exploration of the association between the characteristics of students' written compositions and their reading comprehension performance. We address the empirical question about the degree to which writing is predictive of reading comprehension by comparing the utility of several popular written composition metrics. These include the 6+1 Trait® Model of Writing, a metric from curriculum‐based measurement in written expression, Coh‐Metrix, and automated counts of word features. [ABSTRACT FROM AUTHOR]

In the present study, we aimed to compare reading-writing relations between first-grade Native English Speakers (NESs) and English Language Learners (ELLs). Thirty-four ELLs and 35 NESs completed measures of receptive and expressive vocabulary, lexical-level reading (word reading) and writing (spelling), and discourse-level reading (reading comprehension) and writing (written composition). After matching students on receptive vocabulary, differences in reading-writing connections were explored across lexical and discourse levels. We also examined the role of vocabulary knowledge in reading and writing performance. Results showed that word reading and spelling were significant predictors of written composition and reading comprehension, respectively, for both groups. However, reading comprehension and written composition predicted each other for the NES group only. Furthermore, vocabulary was predictive of reading comprehension and written composition only for ELL students. Findings highlight different patterns of reading-writing connections between NES and ELL first graders and underscore the importance of vocabulary knowledge in reading and writing for young ELLs. [ABSTRACT FROM AUTHOR]

In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day‐to‐day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. [ABSTRACT FROM AUTHOR]

We study the decomposability of a finite Blaschke product B of degree 2^n into n degree-2 Blaschke products, examining the connections between Blaschke products, Poncelet's theorem, and the monodromy group. We show that if the numerical range of the compression of the shift operator, W(S_B), with B a Blaschke product of degree n, is an ellipse, then B can be written as a composition of lower-degree Blaschke products that correspond to a factorization of the integer n. We also show that a Blaschke product of degree 2^n with an elliptical Blaschke curve has at most n distinct critical values, and we use this to examine the monodromy group associated with a regularized Blaschke product B. We prove that if B can be decomposed into n degree-2 Blaschke products, then the monodromy group associated with B is the wreath product of n cyclic groups of order 2. Lastly, we study the group of invariants of a Blaschke product B of order 2^n when B is a composition of n Blaschke products of order 2. [ABSTRACT FROM AUTHOR]

An introduction to articles published in this issue is presented including an article on violence in writing composition, another on multilingual undergraduate writers, and an article on summer bridge program websites.

In this article the author offers a personal narrative of their experiences teaching a remote college-level course during the COVID-19 pandemic, noting their experiences transitioning to remote learning and details relating to their course, titled "Introduction to Composition."