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This paper reviews the research on the influence of the multi-feedback model in English writing teaching in Chinese senior high schools. The study finds: 1) The multi-feedback model integrates the advantages of teacher feedback, peer feedback, and self-feedback in teaching; 2) The multi-feedback model not only makes the writing learning process more active, enhancing students writing enthusiasm, but also helps them form a deeper cognition in the writing process, thus promoting their writing strategy and aesthetic ability; 3) The multi- feedback model contributes to improving the accuracy, fluency, and complexity of students English writing, allowing students' English writing skills to be comprehensively enhanced. [ABSTRACT FROM AUTHOR]

This paper aims to observe the language of university students writing a summary in the writing laboratory. The object of the observation (in the formative perspective of interlingua) is the ability to use a structured and hierarchical language (“propositional”) rendering the textual macrostructure previously analyzed in the laboratory.

The paper compares the corrections carried out by 45 teachers on the same narrative text written by a fifth grade (10 years old) primary school student. The correction activity was conducted while attending several training courses on the topic of correction. The analysis takes into account communicative aspects (correction methods, use of final feedback, use of a shared marking code and attenuative formulas) and textual and linguistic aspects (management of content omissions, paragraphing, coherence of verb tenses; acceptability of nominal phrases, hypothetical period with double imperfect, affective pronominal use). The comparison of the different ways of “responding to the text” makes it possible to identify some suggestions for teaching.

The paper presents activities specifically conceived to stimulate high school students in the first two years to read, summarize and comprehend argumentative texts. Specifically this article describes exercises on contrastive summaries which, synthesizing a text, express an “assent-or-dissent” position with regards to the thesis expressed in the source text. These exercises have proved to be effective for students to reflect on vocabulary and some grammatical and textual structures.

In the wake of the new school reforms and with the conviction that learning about Italian philology at school can lead to the development of trasversal competences, this contribution aims to present the experience of the PCTO “La mano dell’autore dal cartaceo al digitale. Dai Promessi Sposi all’Infinito”, project created with the aim of educate students about textuality by means of the analysis of Alessandro Manzoni’s and Giacomo Leopardi’s work. In this paper we describe the methodologies applied during the PCTO, seen as a useful opportunity to access the works of the two great writers and to provide the students with digital skills applied to Italian literature. Thanks to these experiences, the students were stimulated to reflect on their own writing practices, also by comparing themselves with the working methods of contemporary writers, offered by the "A carte scoperte" project.

The paper proposes a collection of studies and teaching proposals selected by the author, with the intention to put forward ideas for consideration, indications and operational suggestions for teachers who are grappling with the teaching of Italian spelling.

This paper focuses on the importance of training teachers about writing. The teaching-learning process of the discipline – long considered an innate quality – is strongly influenced by the motivation of teachers and their preparation in organizing and conducting meaningful learning contexts. Active and workshop-based training enables teachers to become familiar with writing so they can present it effectively to their students of all ages. Two academic workshop experiences are presented as examples of training.

This paper examines traditional written composition, as commonly taught in Italian upper Secondary Schools, and copares them with the Writing Process as described by the well-known journalist and professor of English Donald M. Murray in his article published in 1972 and considered the Manifesto of Writing workshop, a pedagogical model also recently adopted in numerous Italian classes.

This paper reports on a didactic project that involved classes of grade 6 (first year) and 8 (third year) students of a lower secondary school. The project proposed the collaborative writing of a book-game with the aim of developing their writing, word processing and communication skills. The product and the method chosen have in particular made it possible to focus the students' attention on the phases of writing.

Research on the teaching of writing at postgraduate level values written feedback (WF) in this process. In order to understand this practice, we conducted a state of the art study to identify conceptualisations, categorisations, perceptions and textual and scriptural changes based on WF in communications in the field of Social and Human Sciences. Among the results, WF is conceived as an interactive practice, developed in diverse pedagogical-didactic contexts and conditioned by different factors. In addition, classifications of WF are identified, oriented towards different aspects involved in research writing. In terms of perceptions, the participants emphasise the formative nature of the practice. Finally, we found little research aimed at documenting the textual and scriptural changes resulting from WF. We conclude that research into this practice can contribute to the design of devices aimed at improving the teaching of writing at postgraduate level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Chinese Teaching is the property of Beijing Language & Culture University Press Co. Ltd. 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.)

In order to improve the English writing ability of college students and help them lay a good foundation for written communication in English when they graduate from school or continue their studies abroad. This paper collects data on college students’ English writing on the Internet through a clustering algorithm with the support of big data technology background and defines the scoring criteria for essays to target the deficiencies in college students’ English writing nowadays and urge students to correct them. With the support of a search algorithm, we obtained the demand for college students’ English from employers in China over the past 10 years and reflected on the aggregated demand data to link classroom teaching with workplace English. The study found that the English language skills valued by employers in order were speaking 80.5%, writing 86.3%, reading 57.9%, listening 40.2%, and translation 21.7%. A demand questionnaire survey was conducted randomly among non-English majored first- to fourth-year undergraduate students in five universities with tiered teaching. The results showed that 72% of the students thought they needed to improve their English speaking skills, 70.3% thought they needed to improve their English writing skills, and 40% thought they needed to improve their grammar skills, which shows that college students’ needs for improving their English speaking and writing skills are particularly prominent. The emphasis on English writing classroom education for college students can solve the urgent needs of students for English learning and improve college students’ English writing skills through big data science.

INTRODUCTION: With the advent of the digital age, big data has become essential to all walks of life. In digital education, it has become an indispensable part, which can cover the students' learning progress, learning hours, practice scores, course information, classroom interaction information and so on, which makes the teaching process fully covered and a one-stop learning experience. Big data is essential to promote China's education to the scientific, systematic, informatization and customization continue to move forward. OBJECTIVES: To further improve the writing ability of college students in China, the systematic learning of big data is integrated into the daily teaching and life of the university so that college students can better embrace this significant data era. METHODS: This paper discusses the analysis of the current situation of college students' accompanying writing, the problems and improvement methods of college students' accompanying creative writing, the systematic elaboration of big data, and the method of predictive analysis of big data to explore the practice of teaching college students' accompanying creative writing in a high-quality context based on the ability of predictive analysis of big data. RESULTS: With the advent of the digital age, big data has become an essential part of various fields. As an even more indispensable part of the digital education field, it can cover students' learning progress, learning time, practice results, course information, classroom interaction information, Etc., indeed covering the entire education program for a one-stop learning experience. CONCLUSION: For language teachers in colleges and universities, improving the ability of predictive analytics under big data and then integrating it into the teaching practice to cultivate college students with high-quality creative writing skills based on the ability of predictive analytics of big data is the current priority, and is also the goal of colleges and universities to cultivate talents. [ABSTRACT FROM AUTHOR]

This article presents a tour of the various theoretical approaches with which it has been addressed and has tried to explain and teach the process of written production in the educational field. From the bibliographical review, the different classifications that have been made on this subject are firstly proposed. Subsequently, a description is offered about the known theoretical approaches to writing, organized into three categories: textual approaches, cognitive approaches and contextual approaches. Finally, a review is made of some other theoretical-methodological approaches that are currently being incorporated into the exercise of teaching writing. With this document we intend to contribute to the decisions that mediate the teaching of writing in our region, in order to strengthen educational processes for the achievement of more critical, more reflective societies with higher development rates. [ABSTRACT FROM AUTHOR]

This thesis investigates the phenomenon of spelling errors present in texts written by university students. It is proposed to develop an ICT mediated didactic strategy to help improve this situation. It is supported by two theoretical assumptions: the first indicates that the orthography of the written language, being a cultural product, can be learned in a self-taught way if the person has the necessary conceptual resources systematically well arranged (Signorini et al. 2001); the second shows that when ICT are didactically incorporated into educational projects, they positively impact the teaching and learning processes. This research offers as its main contribution the design of an open MOOC, which contains a systematic route with appropriate topics for self-taught orthography learning. [ABSTRACT FROM AUTHOR]

This paper presents the results of an action research which, based on a cognitive approach, aimed to observe the process of collaborative writing during its development, as a result of the collaborative interaction between the authors of a text. First, some basic questions concerning writing skills in a school environment are discussed, focusing on collaborative writing and the use of technologies supporting the teaching process. Afterwards, the phases and the construction of a teaching experiment carried out in the upper three grades of a general education secondary school ‘Liceo’ are described. The analysis of audio files recorded during the writing process allowed the evaluation of how the interaction among the students impacts the planning and realisation of a written text.

Coherence and cohesion are often seen as fundamental elements of learners’ textual competences, and their correct realisation is just as often required by teachers. While text linguistics has long been confronted with the constructs of coherence and cohesion and has developed convincing theoretical models, it is much rarer to see these theories transformed into easy-to-use evaluation grids. In this paper, we present the process of constructing a grid tailored to the evaluation of coherence and cohesion, as defined by the Basel Model of textuality. The production of the scale is carried out within the broader framework of the project ITACA – Coherence in Academic ITAlian, a research project devoted to the analysis of high school students' argumentative texts written in L1 Italian.

Writing which is the products of human beings' ability to tell, occupy an important place in Turkish teaching. Turkish teaching, which is mostly carried out face-to-face in schools, has been carried out online for a certain period of time due to the COVID-19 pandemic. It is important for mother language education to determine the reflections of Turkish lessons held during this period on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. In the qualitative research approach, in the phenomenological design, the study group was determined by the criterion sampling method, which is one of the purposive sampling methods and consists of 18 Turkish teachers working in the Ergani district of Diyarbakır province. A semi-structured interview guide consisting of 9 openended questions was used as a data collection tool. One-on-one interviews were conducted with the participants and these interviews were recorded with a voice recorder. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The findings obtained as a result of the analyzes were tabulated and interpreted. As a result of these findings, it can be said that the reflections of online Turkish lessons given during the pandemic period on writing skills and writing education are mostly negative. The main reasons why writing education is negatively affected by online courses can be listed as follows: Low student participation in the lessons, insufficient duration of the lessons, not being able to control the writing activities of the students in a healthy way and not giving them sufficient feedback and corrections. [ABSTRACT FROM AUTHOR]

Grammar, understood as morphosyntax, is a content that was practically suppressed from the school curricula in Chile and Latin America, considering it ineffective for teaching oral and written language. However, grammar has been recovering its value in recent decades, especially in relation to the teaching of writing. At an international level, grammar teaching is postulated as a linguistic resource that allows language reflection and enriches written production. However, the evidence indicates that this new approach represents a challenge for teachers, who manifest insecurity and difficulties in putting it into practice. Based on these antecedents, an exploratory study was carried out with seven Primary Education teachers to inquire about their conceptual and evaluative beliefs about grammar and teaching practices of grammar linked to writing. In-depth interviews were conducted, qualitatively analyzed by emergent coding. The results suggest that teachers do not understand what grammar is and that they associate it with the notions of "writing well", "spelling" and "vocabulary". The study argues that teachers, in order to carry out grammar teaching with a communicative and metalinguistic approach, should have robust grammatical knowledge, for which a space in the school curriculum is required. Finally, some didactic strategies are proposed to teach grammar in the classroom with this approach. [ABSTRACT FROM AUTHOR]

The objective of the research was to understand the creative and didactic characteristics in the promotion of writing for elementary school students in a rural school in Antioquia department (state), Colombia, during the construction of a digital school newspaper. The applied methodology was action research, in which 22 twenty-two third grade students participated. The data collection instruments were the creative writing matrix, the field diary, and the student interview. The results demonstrate a basic level of performance in the creative characteristics of fluency, flexibility, originality, and elaboration; and from the didactic characteristics, the importance of usability, interactivity and connection is recognized for the promotion of creative writing mediated by digital technologies. It is concluded that the digital school newspaper is a motivator for the promotion and dissemination of students' creative writing. [ABSTRACT FROM AUTHOR]

Writing is central to university education and disciplinary specialization, but studies that contrast curricular and formative areas are scarce. This study aims to explore experiences with writing and its teaching among students in six disciplinary areas (Arts, Health Sciences, Social Sciences, Humanities, Pedagogy in Science and Engineering) and three formative stages (entry, transition, and graduation) in a state, metropolitan, and highly selective university in Chile. Using four focus groups, qualitative coding was carried out through emergent categories with software assistance and following criteria for methodological integrity. The students identify the contrast between school and university in terms of writing demands, highlight the lack of formal teaching opportunities, and report self-managed learning of writing by trial and error. In advanced stages of Health Sciences and Engineering, the students question having received training exclusively oriented toward writing in professional contexts, while in Arts, Social Sciences, and Humanities they regret not having been trained to write in work settings. The results show that students have flexible strategies to approach academic writing across the curriculum, but they also reveal an experience of institutional neglect in stages that are critical for student persistence, which underlines the urgent need to implement initiatives to support students throughout their education. [ABSTRACT FROM AUTHOR]

Copyright of Writing / Xiezuo is the property of Writing Magazine Agency, Wuhan 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.)

This work aims to propose a didactic unit for teaching writing with the opinion article genre with the use of a padlet application, taking into account that its features as a collaborative tool have been widely used during remote learning. This didactic unit is aimed at students at an intermediate level of language in Spanish courses or undergraduate courses in Spanish Language and Literature. We are theoretically based on authors such as Bezemer and Kress (2015), Coscarelli (2016), and Ribeiro (2018) to propose an activities sequence that aims to integrate different literacies in teaching the textual production of an opinion article. From this proposal, we realized that the padlet is a relevant virtual tool in terms of interaction possibilities, allowing its users to develop the textual production and rewriting activities collaboratively and with the teacher tutoring throughout the process. [ABSTRACT FROM AUTHOR]