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Over the last 50+ years, there has been a huge rise in interest in consumer language research. This article spotlights the emergence and evolution of this area, identifying key themes and trends and highlighting topics for future research. Work has evolved from exploration of broad language concepts (e.g. rhetorics) to specific linguistic features (e.g. phonemes) and from monologues (e.g. advertiser to consumer) to two-way dialogues (e.g. consumer to service representative and back). We discuss future opportunities that arise from past trends and suggest two important shifts that prompt questions for future research: the new shift toward using voice (vs. hands) when interacting with objects and the ongoing shift toward using hands (vs. voices) to communicate with people. By synthesizing the past, and delineating a research agenda for the future, we hope to encourage more researchers to begin to explore this burgeoning area. [ABSTRACT FROM AUTHOR]

The tutelage of our mentors as scientists included the analogy that writing a good scientific paper was an exercise in storytelling that omitted unessential details that did not move the story forward or that detracted from the overall message. However, the advice to not get lost in the details had an important flaw. In science, it is the many details of the data themselves and the methods used to generate and analyze them that give conclusions their probative meaning. Facts may sometimes slow or distract from the clarity, tidiness, intrigue, or flow of the narrative, but nevertheless they are important for the assessment of what was done, the trustworthiness of the science, and the meaning of the findings. Nevertheless, many critical elements and facts about research studies may be omitted from the narrative and become hidden from scholarly scrutiny. We describe a bakers dozen shortfalls in which such elements that are pertinent to evaluating the validity of scientific studies are sometimes hidden in reports of the work. Such shortfalls may be intentional or unintentional or lie somewhere in between. Additionally, shortfalls may occur at the level of the individual or an institution or of the entire system itself. We conclude by proposing countermeasures to these shortfalls.

Authorship and dissemination policies vary across NIH research consortia. We aimed to describe elements of real-life policies in use by eligible U01 clinical research consortia. Principal investigators of eligible, active U01 clinical research projects identified in the NIH Research Portfolio Online Reporting Tools database shared relevant policies. The characteristics of key policy elements, determined a priori, were reviewed and quantified, when appropriate. Twenty one of 81 research projects met search criteria and provided policies. K elements (e.g., in quotations): manuscript proposals reviewed and approved by committee (90%); guidelines for acknowledgements (86%); writing team formation (71%); process for final manuscript review and approval (71%), responsibilities for lead author (67%), guidelines for other types of publications (67%); draft manuscript review and approval (62%); recommendation for number of members per consortium site (57%); and requirement to identify individual contributions in the manuscript (19%). Authorship/dissemination policies for large team science research projects are highly variable. Creation of an NIH policies repository and accompanying toolkit with model language and recommended key elements could improve comprehensiveness, ethical integrity, and efficiency in team science work while reducing burden and cost on newly funded consortia and directing time and resources to scientific endeavors.

This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the challenges in proofreading a manuscript. Emerging researchers might think that someone in the production team will catch any errors. This may not always be the case. We emphasize the importance of guiding mentees to take the process of preparing a manuscript for submission seriously.

Abstract: 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.

Hoarding disorder (HD) is marked by difficulty discarding possessions. Many refuse treatment or drop out, which may be due to treatment's incorporation of in-home decluttering, which is feared and avoided. Thus, strategies to prepare patients for decluttering/discarding are needed. Imaginal exposure (IE), or imagining one's worst fears about discarding, could be one such strategy. This pilot preliminarily tested a short-duration IE intervention compared with a control intervention. Over 3 days, adults diagnosed with HD (n = 32) were randomly assigned to either write about and imagine their worst fears about discarding (IE condition) or a neutral topic (control writing [CW] condition). The IE condition showed significant improvements in HD symptoms from preintervention to 1-week follow-up, with medium to large effects; however, the CW condition did as well. Comparing change scores between conditions, the IE condition's improvements were not significantly different than the CW condition's. Overall, IE was helpful in improving HD symptoms, but this pilot did not indicate that it was more helpful than CW. This raises important questions about possible demand characteristics, placebo effects, or regression to the mean, and it has implications for the design and methodology of other studies assessing IE's utility.

Various practical challenges deter scholars from writing single-author teaching books, but such books have particular virtues to offer pedagogy. This article describes some of the choices made in the writing of a teaching book, How to Read Middle English Poetry. It is presented not as a set of final rulings on best practice, but as an account of decisions made, to lift the lid on the work and support the creation of more pedagogical tools in future.

The rapid advances in Generative AI tools have produced both excitement and worry about how AI will impact academic writing. However, little is known about what norms are emerging around AI use in manuscript preparation or how these norms might be enforced. We address both gaps in the literature by conducting a survey of 271 academics about whether it is necessary to report ChatGPT use in manuscript preparation and by running GPT-modified abstracts from 2,716 published papers through a leading AI detection software to see if these detectors can detect different AI uses in manuscript preparation. We find that most academics do not think that using ChatGPT to fix grammar needs to be reported, but detection software did not always draw this distinction, as abstracts for which GPT was used to fix grammar were often flagged as having a high chance of being written by AI. We also find disagreements among academics on whether more substantial use of ChatGPT to rewrite text needs to be reported, and these differences were related to perceptions of ethics, academic role, and English language background. Finally, we found little difference in their perceptions about reporting ChatGPT and research assistant help, but significant differences in reporting perceptions between these sources of assistance and paid proofreading and other AI assistant tools (Grammarly and Word). Our results suggest that there might be challenges in getting authors to report AI use in manuscript preparation because (i) there is not uniform agreement about what uses of AI should be reported and (ii) journals might have trouble enforcing nuanced reporting requirements using AI detection tools.

In this paper we describe the process of monitoring fidelity of implementation for a teacher-implemented early writing intervention. As part of a large, federally funded project, teachers who worked with students in grades 1 through 3 in schools across two states in the US were recruited and then randomly assigned to implementation and control conditions. Using Data-Based Individualization (DBI) as a framework for best practice in assessment and intervention, teachers in the implementation group received professional development on early writing intervention and assessment and then implemented these practices with their students who had significant writing challenges. Coaches, who were part of the research project, supported teachers and also observed teachers in both the implementation and control conditions at least twice during the course of the 20-week study. This paper focuses on the results of the fidelity measures that were administered throughout the project. An overview of the importance of fidelity checks is followed by a description of the fidelity tools used, as well as data from those tools. Areas of strength and challenge for teachers when implementing early writing assessment and intervention and engaging in data-based decision making with fidelity are discussed, along with recommendations regarding the practical and research importance of fidelity checks. [ABSTRACT FROM AUTHOR]

Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this idea. Furthermore, teachers experience a tension between wanting to engage in culturally and linguistically responsive pedagogy and their (often unexamined) underlying beliefs about White mainstream English being part of foundational language. We discuss how teachers' understanding of language skills includes their beliefs about what is deemed “correct” and “appropriate” for school and discuss the hidden ways foundational skills reinforce White mainstream English‐centric ways of knowing. We offer recommendations for teachers to examine their own biases in foundational language for writing. [ABSTRACT FROM AUTHOR]

Engraved portable objects from Upper Palaeolithic and earlier sites are argued to be cognitive tools designed to store information for the purposes of calculation, record‐keeping, or communication. This paper reviews the surprisingly long intellectual history of comparisons between these ancient objects and message sticks: marked graphic devices traditionally used for long‐distance communication in Indigenous Australia. I argue that, while such comparisons have often been misguided, more cautious applications of ethnographic analogy may yield useful insights. A systematic analysis of historical observations together with more recent fieldwork, indicate that Australian message sticks are primarily tools of social cognition, as opposed to cognition tout court, and rely on orality and other context to become meaningful. Further, the practice of message stick communication may help clarify ongoing problems in the interpretation of Upper Palaeolithic objects including their possible role in aggregation activities, the distinction between decoration and notation, and the interplay between graphic sequences and speech. [ABSTRACT FROM AUTHOR]

Research on autistic individuals' writing has long focused on weaknesses in structural complexity, organisation, and perspective-taking skills. More recently, awareness has grown that writing can be a strength, as suggested by research on autistic memoirs. To learn more about how well autistic individuals write when they use language for their own purposes, we turned to autistic-authored blogs. Online word usage patterns were analysed for 30 self-identified autistic bloggers and 30 age and gender-matched non-autistic bloggers, assumed to be neurotypical (NT). In addition, blog content was analysed for the range of topics discussed. Topics were categorised according to broad topics including common hobbies (e.g. sports, arts, crafts), preoccupations (e.g. people, vehicles, food, machines), and academic domains (e.g. belief systems, science, numbers, history). Compared to NT bloggers, autistic bloggers wrote in a more complex manner, as measured by word and sentence length and rare vocabulary. Autistic bloggers often wrote about science or other abstract topics rather than discussing daily life events. These findings suggest that one subset of autistic individuals, those who write blogs, are able to write in a more complex style than their NT peers. This may reflect having an intellectual orientation, or, autistic people with sophisticated writing skills are the ones who choose to author blogs. Raising awareness that some autistic individuals can be strong writers will be of broad help to diverse stakeholders, including educators, clinicians, families and autistic individuals themselves. [ABSTRACT FROM AUTHOR]

Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers' perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables. [ABSTRACT FROM AUTHOR]

The study examined (1) the extent of APA Style writing knowledge and understanding among a purposive sample (N = 118) of incoming MSW students; (2) determined the impact of a structured workshop on their level of APA knowledge; and (3) examined the influence of undergraduate academic major on level of knowledge and understanding of APA Style writing rules. The predominantly White female sample were new enrollees attending the MSW Program orientation. Most were undergraduate psychology, social work, and sociology majors. Other undergraduate majors included child/family studies, history, communications, and interdisciplinary studies. Data were collected using the APA Knowledge and Understanding (AKU) pretest and posttest Survey that includes 18 Likert-style items. The scoring range on the AKU Survey is 1 (Not difficult at all) to 5 (A great extent of difficulty), and the alpha coefficient for the survey items was 0.925. The overall mean pre-test score for the sample was 2.96. Posttest scores following the workshop were significantly improved for all APA study variables, with a combined mean score of 4.36. Undergraduate academic major significantly impacted level of APA knowledge and understanding among the sample (Lambda (162, 729) = 0.119, p =.005). Study results strongly support the use of structured workshops for APA Style writing rules instruction. [ABSTRACT FROM AUTHOR]

Beyond the content of the philosophical work of J. Ferrater Mora, the perspective adopted and its concretion in the style with which he expressed it deserve special attention, even more so because, according to his intention, both go hand in hand. We highlight here five fundamental characteristics in his writing that complement each other (dynamic, interdependent, open, diaphanous, and reasonable), and that underline both the uniqueness and timeliness of his conception of philosophical thought and the writing that reflects it. Characteristics that, beyond the field of philosophy, constitute an invitation and a guide to think critically. [ABSTRACT FROM AUTHOR]

The Individualized Education Program (IEP) should include a summary of the student's current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students' IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements. [ABSTRACT FROM AUTHOR]

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns. [ABSTRACT FROM AUTHOR]

Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy‐value theory to both adult motivation and writing motivation. [ABSTRACT FROM AUTHOR]

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the pilot phase and 22 at the formal phase. An OWS was developed to provide individualized CF in text modes. The data was collected from learners' four written works, their interview transcriptions, and the teacher's observation at the pilot phase, and from learners' pre- and post-written works, three online works, and a questionnaire at the formal phase. The findings of the study showed that individualized CF provided by the system seemed more beneficial to self-correction of GE for those learners at a higher proficiency level. They applied feedback to self-correction and problem-solving, which enhanced their autonomy development. By contrast, the system seemed less beneficial to lower-level learners' self-correction of GE. In addition, individualized CF seemed to be most beneficial to subject-verb agreement error self-correction, and least beneficial to verb tense correction. Different feedback types and provision modes should be considered when using the developed system to deliver corrective feedback. [ABSTRACT FROM AUTHOR]

This intervention study examined the writing abilities of 1st (ages 6–7) and 2nd (ages 7–8) grade students in the Basque Autonomous Community, utilising Basque, Spanish, and English. We compared two distinct teaching methodologies: the PYCTO methodology, which employs a multilingual approach for teaching writing across the three languages, and the traditional monolingual approach, focusing on one language only. 873 compositions written in these languages were analysed using quantitative methods. Lexical richness was evaluated using analytic measures, while holistic measures assessed overall writing competence in four dimensions. The results indicated that students taught using the PYCTO methodology significantly outperformed those taught with the traditional monolingual approach in both 1st and 2nd grades. This finding underscores the effectiveness of multilingual teaching methods over the conventional monolingual approach, suggesting that integrating various known languages in teaching offers substantial benefits in language learning. [ABSTRACT FROM AUTHOR]

Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for learning disabilities (ELs with LD). Therefore, this systematic review identified and synthesized seven writing intervention studies that include ELs with LD. We further analyzed participant characteristics, interventionist characteristics, instructional methods, and intervention outcomes across studies. The result showed the scarcity of quantitative intervention studies in the area. Some commonly implemented intervention elements are identified and discussed, as well as implications, limitations, and future directions. [ABSTRACT FROM AUTHOR]

In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students' literacy performance and development. The current meta-analysis integrates findings from 22 international studies involving 6168 participants, comparing the effects of handwriting and keyboarding on the writing and reading performance of primary-aged students. Moderator analyses were executed to determine if grade level, keyboarding experience, timed measurement of letter writing, types of tasks measuring letter writing fluency, and study design moderated modality effects on writing outcomes. Results revealed a significant effect size when comparing writing quality between handwriting and keyboarding, with students producing better quality passages via handwriting than keyboarding (ES = 0.53). Results also revealed that only grade level significantly moderated the effect size for letter writing fluency and written word production. Findings indicated that handwriting and keyboarding practices are associated with improvements on specific reading skills in primary education, with no clear superiority of modality. We discuss implications for literacy research and teaching both locally and globally. [ABSTRACT FROM AUTHOR]

While research consistently demonstrates that young children learn best through play and social interactions, this developmental insight is not often reflected in current classroom curricula. Through action research, I examined how a play‐based kindergarten environment could impact student writing and writing engagement. This article specifically focuses on two students from the class, Matthew and Liam. Using observations, semi‐structured interviews, and student artifacts evaluated using a developmental writing rubric, findings indicate that the play‐based approach led to increased interest and engagement in writing activities, as well as improvements in writing skills. These results suggest that integrating play into the early childhood curriculum can create authentic writing experiences, fostering development and enthusiasm in young writers. [ABSTRACT FROM AUTHOR]

The introduction to this special issue argues that the manuscripts reveal how qualitative research occurs in the writing. The variety of articles in the special issue demonstrate the multifaceted ways that qualitative research can be done. Qualitative research is never neutral and thus writing precedes the research process and plays a crucial role in the constructing the research itself. [ABSTRACT FROM AUTHOR]

This paper explores the possibilities of engaging in playful interactions with ancestral forces, expanding the boundaries of academic writing. Specifically, it examines the interplay between writing and inquiry, emphasizing play as a means of communion with both human and nonhuman ancestors, fostering vulnerable listening within academic discourse. Departing from conventional productivity-centric writing approaches, the paper advocates for a paradigm wherein writing responds to curiosity, evoking play, and imagination, while also embracing experimentation and learning. This conceptual shift envisions writing as a dynamic companion, extending its engagement beyond human ancestors through a posthuman theoretical perspective. Similar to play, writing emerges from interactive experiences, offering a conduit for establishing profound connections with the external world. Engaging with ancestral figures through playful frameworks necessitates embodied practice, encompassing sensory, emotional, and sociocultural dimensions. The paper employs practices of storytelling, metaphors, and nonlinear narratives in an exploration of three nonhuman ancestors in particular: moths, ladders, and trees. [ABSTRACT FROM AUTHOR]

My grandmother grew watermelons, and a childhood spent helping her taught me a lot about writing, and about writing qualitatively. Neighboring farmers laced soil with fertilizers that accelerated growth but thickened the rind and softened the meat. Others pulled fruit from the vines before ripening, producing soft rinds and bland, mealy fruit. She'd cluck her tongue and say, "Watermelons don't sweeten off the vine." Writing and watermelons have a lot in common. When I first started writing academically, I invested significant time and energy in fancy words, convoluted ideas, and a desperate pace to publish, not perish, and what grew was thick, mushy, and sour. In my efforts to hurry and finish one project only to start another, I snatched words and thoughts hurriedly. Writing doesn't sweeten off the vine, either. When we harvested melons, my grandmother's careful attention meant rinds thumping with sticky, sugary sweetness. The deep red meat nearly pulsed with the love sown into the soil. Writing qualitatively is like that: daily care, refusal to cut corners, savoring process and product. When writing creates the same satisfaction, purpose, and laughter in my heart and gut that my grandmother's watermelons always did: that is to write qualitatively. [ABSTRACT FROM AUTHOR]

This article outlines the author's workshop in Styles of Qualitative Writing and Reporting, an in-person and online course commissioned by the qualitative research consulting and professional development organization, ResearchTalk. The six clock hour offering provides in-service professionals and graduate student participants writing experiences with up to nine different styles of qualitative reportage: Descriptive and Realistic, Analytic and Formal, Interpretive, Confessional, Reflexive, Critical and Advocacy, Literary Narrative, Autoethnographic, and Poetic. Participants receive an overview of each style, accompanied with brief examples from the scholarly literature. Ten to 15-min blocks of writing time are provided throughout for writers to document and experiment with a current research project's manuscript, an unpublished thesis or dissertation, or a data base awaiting analytic review. Reading aloud and receiving peer feedback provide writers rapid assessment of their work in progress with ideas for further development. The article describes the primary content of each writing module and its accompanying writing prompts and feedback frame. The workshop also discusses recommended titles for writing resources, strategies for maintaining effective writing habits, and reflections on the legacy of a writer's work. This article is structured as a curriculum design for other facilitators and educators to adapt and utilize with their students. [ABSTRACT FROM AUTHOR]

In this paper, we seek to intervene in the proposition that there are recognisable or abstract-able modes of doing qualitative writing, and instead affirm that writing from a feminist scholarly perspective is often an embodied, domestic, haptic and serendipitous gesture. Occurring in in-between spaces and moments, in which personal and professional life frequently meld, with porous boundaries, our writing practices appear to talk back rhetorically to the notion of writing qualitatively. What are the qualities of qualitative writing? Within education (our field) quality can seem to masquerade as a measurable, generalizable thing, implying a 'gold standard' or that different writing practices or products can or should be compared or ranked. For us, writing is frequently encountered as serendipitous, messy and intricately entwined with daily life at numerous scales. This is not to suggest that writing magically takes shape, but rather it is un-abstract-able from daily routines, situations and energies at local and global scales. In the middle of these situations, writing happens when it takes precedence, at whatever cost that might be to bodies, relationships and domestic schedules. Working with a range of feminist philosophers, we draw the temporal, situated, mattering of writing into focus. This paper engages in non-linear story-telling about the processes of our collaborative writing of this paper. We are particularly inspired by Stewart's (2007:75) approach to writing to convey moments of ordinary life, which she describes as 'a circuit that is always tuned into some little something, somewhere. A mode of attending to the possible and the threatening'. We dwell upon the somethings and the somewheres as a means to draw out the temporal passing by of life in all its messiness, as a piece of writing comes together, tracing moments of shimmering intensity and mundane frustration and distraction throughout the work. [ABSTRACT FROM AUTHOR]

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This article presents the findings of a study in which college freshman reflected on the process of writing a literacy narrative and considered the impact of such writing on their narrative identities. The author synthesizes existing scholarship on literacy narratives, discusses the methodology of interpretive phenomenological analysis utilized, and highlights the pedagogical choices that writing instructors can make to utilize this assignment to support academic confluence based on the findings. [ABSTRACT FROM AUTHOR]

Asset‐based and relational pedagogies highlight the centrality of meaningful relationships and authenticity in teaching and learning. Foregrounding children's lived experiences, interests, and ways of knowing provides a focus for teachers to be responsive, both relationally and pedagogically. Writing workshop, as conceived in the 1980's by Donald Graves and Lucy Calkins, is a longstanding curricular structure that encourages young writers to engage with multiple tools and resources, including peers, as they compose. Through writing conferences and authors’ chairs, young writers attend to the practice of composing on paper/screen as well as how their message may be received. This study analyzes children's writing samples to underscore the presence of (a) writing identity, (b) critical literacy, (c) culturally sustaining pedagogy, (d) translanguaging, and (e) intertextuality. Chilldren's interactions with tools, peers, and others provide fertile ground for understanding the critical role of a humanizing and relational approach to teaching and learning. The following questions guide this study: (1) How is a writing realities framework reflected in young children's compositions? (2) What do children's writing artifacts reveal about relationality? [ABSTRACT FROM AUTHOR]

In the context of creative writing groups, this paper explores how the affective experience of vulnerability as a basis for driving more reciprocal and interdependent caring relations involves articulating orientations towards individuality and orientations towards relationality. I examine this experience of vulnerability as an ambivalent embodied condition shaped by sociocultural norms and expectations by drawing on Goffman’s theorisation of frontstage and backstage identities. I suggest that vulnerability is experienced differently between the level of frontstage identity (as writer-listeners) and the more intimate level of backstage identity. Throughout my writing, I embody the story I tell by interweaving experiences of vulnerability in the collective context of creative writing workshops and in the co-writing experience of the academic review process. [ABSTRACT FROM AUTHOR]

AbstractThis exploratory interpretative qualitative study aimed to investigate environmental factors influencing “in the moment” decisions about use of graphic symbols or spelling in face-to-face communicative interactions, by adolescents who use communication aids and are learning how to spell. The participants were six adolescents who used speech generating devices and their mothers. Data collection consisted of seven to eight communicative interactions between adolescents and their mothers and follow up interviews with the participants. Each dyad took part in three Zoom sessions. Researchers identified the communication mode shifts between graphic symbols and spelling during interactions and subsequently discussed with participants the reasons for these shifts. The interview data were analyzed using Charmaz’s constructivist grounded theory approach to coding. The analysis revealed three themes explaining environmental factors relevant to choosing spelling or graphic symbols in communicative interactions, which were: (a) features of the communication aid; (b) communication partner’s skills and their knowledge of the shared experience; and (c) opportunities to practice and use spelling. The findings provide insights into the importance of providing opportunities to practice and use spelling, communication partner’s skills and knowledge of shared experience and communication aid technology design which can help to facilitate spelling during communicative interactions. [ABSTRACT FROM AUTHOR]

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllabic decoding, fluency, and comprehension strategies that build word and world knowledge to support complex text reading can improve foundational skills and comprehension for students in upper‐elementary and middle grades. In this article, we describe how prior research informed the design of Read STOP Write, a multicomponent intervention for students in grades 4–9. Read STOP Write integrates instruction in multisyllabic decoding, fluency, and vocabulary with comprehension instruction focused on building knowledge and using text structures to read and write about science and social studies texts. We summarize research conducted in culturally and linguistically diverse classrooms and discuss implications for teachers of adolescents. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethods and ProceduresOutcomes and ResultsConclusionsPeople with aphasia commonly have difficulties with producing written language (dysgraphia). Greater understanding of people with aphasia’s rehabilitation goals for writing can inform development of evidence-based assessment and management tools.This qualitative study aimed to explore the nature of writing goals of people with aphasia who attended an intensive speech and language therapy (SLT) centre.Qualitative data was obtained from five years-worth of client SLT reports from an intensive aphasia centre. Using qualitative content analysis, a deductive coding framework was used to identify any description of writing goals; coding incorporated iterative refinement and agreement among authors. Themes were then constructed to reflect clients’ goals to inform writing assessment and therapies.Qualitative analysis focused on content describing 66 goals on writing from 87 reports. There were two dominant interrelated themes: Supporting Communication (33 goals) and Technology (25 goals). Technology included subthemes on Emailing, Texting, Social Media, and Assistive Technology. Two smaller themes were Impairment Focused (4 goals), where goals did not have a clear functional direction, and Other (4 goals), where goals targeted specific writing activities, e.g. crosswords.These thematic findings demonstrate the varied real-life goals for writing among attendees at an aphasia centre. They highlight the nature of relatively early-stage rehabilitation goals for individuals with aphasia, focusing on supporting communication and returning to valued activities. The results provide a context within which we can scrutinise the adequacy of current clinical tools to support goal setting, assess functional writing and design interventions for acquired writing difficulties. Further guidance is needed on assessment of writing as a supportive communication strategy and therapy towards improving this skill. There are also gaps in supporting the personal goals of people with aphasia who wish to produce written language via technology or in online environments. Future research should recognise these priorities and work together with people with aphasia, clinicians, and technology specialists to address an area of clinical need. [ABSTRACT FROM AUTHOR]

The introduction of generative artificial intelligence (AI) to the wider public could have a huge impact on EFL learning and teaching. Researchers have voiced concerns that learners might lean too much on technology. Previous studies have investigated the use of AI tools in L2 writing with various populations and found that it was difficult for teachers to detect use of AI and that teachers mainly relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyze errors in writing Arabic vocabulary of students at the STKIP Muhammadiyah Kalabahi Center for Foreign Language Studies (PSBA) for the 2023-2024 academic year. Using the qualitative descriptive analysis method. Meanwhile, the data collection technique in this research is observation, namely direct observation, interview activities are carried out with PSBA students and documentation is the process of collecting data and processing data in the form of student worksheet results. Meanwhile, data analysis in this research is using the Corner data analysis model, namely 1) determining the sample size and data media. The researcher took sample data, namely 2023/2024 PSBA Tapel students using written vocabulary data as a medium in Arabic. 2) identify errors. Researchers collected PSBA students' vocabulary writing errors from the final semester exam results. 3) classify errors. Researchers classified vocabulary writing errors written by PSBA students. 4) evaluate errors. In this study, researchers gave a serious assessment of every PSBA student's vocabulary writing errors. The results of this research were that errors were found from 4 aspects, namely: 1) errors based on adding letters. 2) errors based on removing some letters. 3) errors based on omission of characters (punctuation). 4) errors based on letter errors. The cause of these errors is that students do not pay attention to writing vocabulary properly when memorizing, so that it affects when writing and students do not practice writing vocabulary continuously. Analysis of each error has been presented, so that improvement or evaluation efforts emerge to minimize these errors, namely 1) choosing a learning method. 2) providing examples related to writing rules. 3) Practice repeatedly (tadribat). [ABSTRACT FROM AUTHOR]

Academic writing assessment is pivotal in university career. Some teachers tend to assign holistic marks to written compositions, ignoring assessment criteria. However, this paper highlights the importance of systematicity in assessment using scoring rubrics that are designed according to the context and population they are directed to. This paper suggests a paragraph scoring rubric after performing exploratory Principal Components Analysis (PCA). A set of 19 evaluation criteria is suggested and piloted on 51 paragraphs written by first-year university students from the Department of English at Tebessa University. After setting oblique rotation, PCA indicates that the variables are correlated (sig. > 0.001 in Bartlett's test), and are extracted into five factors that are correlated as well (r > 0.32). The PCA pattern matrix indicates that some variables have cross-loadings, so they should be deleted. Therefore, the initial variables are extracted into four factors, named academic writing style, paragraph structure, lexis, and writing mechanics. These components constitute the holistic scoring rubric, which is recommended in scoring paragraphs, and which is tested to validate its groupings and psychometric properties. [ABSTRACT FROM AUTHOR]

This study aims to find out the strategies of English teachers in teaching writing for high school students. This research was conducted in one of the high schools in Karawang, the subject in this study was one grade 10 English teacher. This research is a qualitative research, to collect researcher data using observation and interviews. The results of the analysis showed that teachers applied the Collaborative Learning strategy, which encourages students to collaborate in groups to complete writing tasks, as well as the Multimedia-Based learning (MBL) strategy, which involves the use of media such as videos and PowerPoint presentations to support students' understanding of recount text material. The use of collaborative strategies has proven to be effective in increasing student engagement and understanding through discussion and sharing of ideas. Meanwhile, multimedia-based media helps students understand concepts visually and interactively. The findings of this study show that teachers use Collaborative Learning and Multimedia-Based learning (MBL) strategies to teach writing recount texts. In conclusion, the implementation of this strategy provides positive results in learning to write recount texts, by increasing student engagement and understanding comprehensively. [ABSTRACT FROM AUTHOR]

Purpose: Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children's performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers. Methods: This study used a researcher-designed questionnaire to examine writing self-concept, text engagement with different writing activities, and writing practices and beliefs across school and non-school contexts in school-age (10–18 years old) autistic children compared to their non-autistic peers. Data analysis approaches included "multiple indicators, multiple causes" (MIMIC) modeling; correlational and multiple regression analysis; non-parametric Mann-Whitney U tests; and principal components analysis. Results: Groups did not differ in their writing self-concept ratings. Furthermore, both groups engaged with a variety of different writing activities to a similar extent except for text messages being lower for the autistic group. Five components were extracted via principal components analysis on items related to writing practices and beliefs across contexts; groups did not differ across the components. Overall, the non-autistic group showed more consistent relationships between writing self-concept as well as writing practices and beliefs with performance on a narrative writing task when compared to the autistic group. Conclusion: Results offer a preliminary understanding into how autistic children engage with writing across contexts for a variety of purposes when compared to their non-autistic peers and offer implications for continued research and educational practice. [ABSTRACT FROM AUTHOR]

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students' self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students' approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers' drafts were beneficial, but primarily connected their revisions to receiving feedback. [ABSTRACT FROM AUTHOR]

The article analyzes the work of Cristina Peri Rossi from a perspective of poetic drift, highlighting the influence of exile on her work and the presence of literary figures related to the sea and travel. The relationship between exile, nostalgia, and writing is explored, suggesting the idea that exile can be seen as a form of reconquest and the search for a new dwelling. The importance of memory in exile is mentioned, and how nostalgia transforms the time of loss into an evocative time. The article also analyzes the novel "La nave de los locos" as a metaphor for exile, and highlights the character of Equis as a representative of exiled subjectivity and identity instability. [Extracted from the article]

The article analyzes the narrative of Argentine writer Tununa Mercado and her relationship with exile. It focuses on her autobiographical texts about uprooting and examines their connection with time and space in exile. It highlights the importance of Mercado's writing as a female voice in the context of exile and mentions her books "En estado de memoria" (In a State of Memory), "La letra de lo mínimo" (The Letter of the Minimum), and "Narrar después" (Narrating Afterwards). The article also addresses the importance of memory and how exile affects the sense of belonging and the spatial and temporal continuity of individuals. It emphasizes the feeling of suspended time during exile and the difficulty of establishing roots in a new place. The text also analyzes the relationship between Mercado's writing and her experience of exile in Mexico, as well as the influence of Mexican culture on her perception of the world. It mentions the importance of minimal details in her writing and how they emerge after a process of incubation. Additionally, it highlights the importance of the everyday in her narrative as a form of subjective reconstitution. The article also raises the question of whether returning to the territory allowed for a re-rooting and the possibility of recovering roots, but points out that the return does not always meet expectations of closing the gaps and restoring pre-exile relationships. It emphasizes the difficulty of return and the feeling of foreignness experienced by exiles when returning to their country. Mercado's narrative reflects this process of return and nostalgia for what was left behind. Overall, the article analyzes the relationship between Mercado's writing and her experience of exile, highlighting the importance of writing as a way to reconstitute oneself and make sense of the experience of uprooting. [Extracted from the article]

The field of computer-assisted language learning has recently brought about a notable change in English as a Foreign Language (EFL) writing. Starting from October 2022, students across different academic fields have increasingly depended on ChatGPT-4 as a helpful resource for addressing particular challenges in EFL writing. This study aimed to investigate the use and acceptance of ChatGPT-4 in students' EFL writing. To this end, an experiment was conducted with 76 undergraduate students from a private school in Algeria. The participants were randomly allocated into two groups: experimental group (n = 37) and control group (n = 39). Additionally, a questionnaire was administered. The results showed that the experimental group (EG) outperformed the control group (CG). Besides, the findings revealed that students in the EG in post-test outperformed their pre-test scores. The findings also revealed substantial improvements in the EG's views of perceived usefulness, perceived ease of use, attitudes, and behavioral intention. According to the results, ChatGPT-4 helped boost students' EFL writing skills, which ultimately led to their acceptance. Students appear particularly interested in ChatGPT-4 because of its potential usefulness in putting what they learn about EFL writing into practice. Some suggestions and recommendations were provided. [ABSTRACT FROM AUTHOR]

This study examines Grammarly's effects on university-level students' writing skills regarding grammar, punctuation, and style. Now that digital tool plays an important role in education, understanding their place is important. This research adopts a mixed approach, examining pre-and post-intervention writing samples and survey responses to assess Grammarly's strengths and weaknesses. Its purpose is to produce empirical data to prove its role in eliminating grammatical errors, enriching writing style, and expanding students' writing repertoire. This is intended to bring input into the debate concerning how technology can improve academic abilities and writing. This study employs a descriptive survey method and makes use of writing samples which were used to support the data collected from the survey. This study was conducted in Saudi Arabia at Bisha University. Thirty English language students were selected as samples for collecting data for answering the research questions. Results show generally positive but differing images of Grammarly were evident through the varied responses and the analysis of the writing samples. [ABSTRACT FROM AUTHOR]

The past few decades have witnessed a remarkable surge of research interest in written corrective feedback (WCF). Given its pivotal role in the writing classroom, WCF has remained one of the most vibrant and dynamic areas for scholarly investigations. The aim of this article is to chart future directions for WCF research. To do this, it first begins with a brief historical overview of WCF research. It then takes stock of existing WCF research, indicating its limitations, based on which several areas of research are recommended. Aligned with the mission of the journal, the proposed research areas are intended to strengthen the research-practice nexus and to improve learning and teaching in the writing classroom. [ABSTRACT FROM AUTHOR]

This paper analyzes the current state of lexical chunk teaching research in China based on over 600 papers collected from the China National Knowledge Infrastructure (CNKI) database from 2004 to 2024. The analysis covers four aspects: definitions of lexical chunks under different considerations, annual publication volume, different educational stages, and English writing. The paper argues that lexical chunk teaching methods are primarily focused on theoretical research in primary and secondary school English education, lacking in-depth empirical research. Additionally, the research lacks emphasis on cultivating students' practical pragmatic abilities. [ABSTRACT FROM AUTHOR]