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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. 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. 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. 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.

This current study aimed to reveal expert opinions on the development of informative text-writing skills through descriptive writing practices. The methodological design of this study is a case study that is one of the qualitative research types. In the process of data collection, 65 expert opinions were sought, 55 of whom were Turkish Language teachers, 5 English Language teachers, 3 Turkish Literature teachers, and 2 Primary-School teachers. In the formation of the study group, it was ensured that the participants were either Turkish Language teachers or had a master's degree or doctorate in the field of Turkish Language Education. In the data collection phase, expert opinions were obtained on the development of informative text-writing skills through descriptive writing practices via the expert opinion form and then the data obtained were thematized and divided into categories and codes. As a result of the study, the first five informative text types recommended by the experts were essays, autobiographies, petitions, travel writing, and diaries, respectively. Among the activity suggestions of the experts for the development of informative text writing skills are the use of appropriate materials, frequent writing activities, asking students to do research before the writing activity, and paying attention to the principles of writing. Based on the findings obtained from this study, it was seen that the first five themes chosen by the participants for descriptive writing practices were nature, books, culture, travel, and friendship, respectively. According to the expert opinions, it is recommended to organize trips for descriptive writing practices, to describe the places visited, to have students write travel essays, and to create descriptive writing activities by using objects. In addition, it is also suggested to have a description of people, characters, or anyone else in the class.

A growing number of international doctoral students choose to study in China, a non-traditional learning destination. However, relatively few studies have investigated these students' academic writing practices while undertaking their studies in China. This study draws upon Bourdieu's concepts of field, habitus, and capital, and the notion of global-national-local imbrications, to explore 20 international doctoral students' language-engagement experiences in a Chinese university. Our analysis found that English and Chinese co-exist to varying and sometimes shifting degrees in doctoral students' academic writing practices. As a result, some students potentially developed a hybrid, 'in-between', cosmopolitan habitus. Notably, however, other students felt disempowered in the Chinese HE 'sub-field', with its unique logics of practice. Students' experiences indicate that multifarious language practices potentially create a heavily hybridised 'sub-field' characterised by a multitude of imbricating global, national, and local influences, and highlight the need to ensure that the language of instruction is indeed oriented to student learning -- a language for learning.

This article reports findings from a three-year qualitative study that explored the nature of translingual writing practices of the emergent multilingual youth who are ethnic Korean migrant children from Central Asia and Russia to South Korea. While settling into a new society, these emergent multilingual children tend to navigate and negotiate multiple languages, literacies, and identities. As a researcher and former teacher of Russian-speaking ethnic Korean migrant children in Korea, I became interested in examining how and why they engaged in translingual writing practices beyond school walls (referring to the capabilities and the processes of translingual language learners' appreciation, negotiation, and evaluation of multiple semiotic resources). Drawing upon 'translingualism' , this study gathered and analysed the data from multiple sources (i.e. observations, interviews, fieldnotes, and artefacts). The findings demonstrate the emergent multilingual youth's agentive engagement in translingual writing practices for differing purposes such as meaningful interaction, language development, and academic success. This study suggests that the dynamic and spontaneous use of multiple semiotic resources is the key to the emerging multilingual children's everyday communicative and literate lives as well as in the process of multilingual language development.

Preschool teachers' read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.

Scholarly investigations continue to explore academics' behaviours towards writing in an effort to optimise research writing productivity. One such suite of behaviours which has received limited focus from previous investigations is known as 'enabling behaviours' - behaviours used to intentionally create environments that enable and optimise writing productivity. This qualitative study reveals and explores the enabling behaviours of 16 successful professors from a research-intensive university in New Zealand. These behaviours that emerged from the analysis centre on creating writing rhythms and relationships with technologies and locales. This study provides insights into the relationship formation processes with time, technology, and space as the enabling behaviours of successful professors. These insights are useful for research writers to optimise their own research writing practices.

In order to address the rising concerns about undergraduates' plagiarism in academic writing practices, a blended learning scenario (a combination of face-to-face learning with online learning) was designed and the effectiveness of it was tested. Results indicated that the students became more capable of distinguishing plagiarism cases in different scenarios, and their writing performance significantly improved by engaging in the blended learning scenario, i.e. the extent of plagiarism substantially decreased and writing quality greatly increased. Furthermore, the students mostly provided positive feedback towards the learning intervention. This study contributes to existing literature on instructional solutions to plagiarism issues by focusing on how students' understandings of plagiarism and source use can be achieved during their writing in a blended learning scenario.

Persuasive arguments attribute academics' persistent struggles in making time for writing to the increasing demands of a marketised sector on the academic role (Dickson-Swift et al. 2009; Macleod, Steckley, and Murray 2012). Whilst a significant body of literature promotes different writing interventions as potential solutions, the challenge of building and sustaining a culture in which their positive outcomes are maintained remains. In this paper, I explore the practices of academics writing for publication purposes. Drawing on the concept of academic writing as 'identity work (French 2020), I demonstrate that writing practices are entwined with wider academic and institutional identities, which either work for or against building sustainable writing cultures. I argue for a methodological shift in how writing initiatives are researched, drawing a distinction between my ethnographic case study of one writing group and others that focus either on retrospective accounts or analysing correlations between writing groups and productivity. Specifically, I argue for a focus on the ongoing "process" of becoming a writer rather than on its production. The study builds on existing literature to explain why writing groups are experienced as valuable to participants. It argues that they offer more than simply protected space for writing; they reframe participants' understandings of themselves and their academic identities and reintegrate research writing with other aspects of their role. This identity work occurs within visible, protected spaces for writing, where participants work both individually and in community, and reflection and dialogue are central.

Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented.

This study aims to identify (1) how EFL graduate-level students at various Turkish universities regard the level of difficulty in terms of the different sections of a scholarly work in their academic writing practices, (2) whether their perceptions concerning the difficulty of the various sections show a significant difference depending on their demographics, (3) the solutions they employ when they are challenged with difficulties in academic writing and (4) their views about the process of academic writing in general. Data from 34 graduate EFL students were reported. The study adopted a mixed-method research design, and the data were collected with "Academic Literacies Questionnaire (ALQ)" (Chang, 2006; Evans & Green, 2007). The participants also responded to open-ended questions about the challenges they face in academic writing and their solutions. The results revealed that EFL graduate students had problems with academic conventions, and found expressing themselves succinctly problematic. However, they were familiar with the mechanics of the target language.

This article discusses the dialogic nature of regulating perspectives on a controversial topic during students' argumentative writing in remote teaching. The emerging collaborative writing processes mediated by digital technology are importantly changed as responses to physical distancing in education, as demanded by the measures of biosecurity established by the national government to prevent the transmission of COVID-19. Our analysis is framed in a sociocultural perspective, which contributes to our understanding of the concepts related to dialogism, regulation, positionings on a topic, collaborative writing, and digital technology as a tool for dialogic interaction. Our qualitative, idiographic study analyzes the argumentative utterances produced by a dyad of students enrolled in a Textual Production course at a Colombian public university who write a critical commentary over four (4) weeks using Google Docs application. The findings indicate that the participants discuss and negotiate decisions in the group writing situation and that during this dialogic interaction, the ideas are influenced by the thoughts of the other. When they communicate with each other, their discourses regulate their positionings on the social situation that is the subject of the dialogue. It is also possible to identify both the possibilities of the pedagogical mode and its potential limitations for dialogic interaction, which synchronously and asynchronously facilitate or restrict the performance of the joint writing activity. It can be concluded that within the framework of remote teaching, digital technology has become a flexible mode of pedagogical practice that supports dialogic interaction, enables regulation among peers for discussion, negotiation, and positioning on a topic, and facilitates the construction of collective knowledge that emerges in argumentative collaborative writing.

This research was conducted to evaluate the efforts made by Turkish teachers on developing written expression in their classrooms by considering the basic principles of the process-based writing approach and to determine whether the students' written expressions meet the basic principles of the process-based writing approach. In this respect, the method of the research was determined as a case study, a qualitative research design, and the study group consisted of 24 Turkish teachers teaching 5th, 6th, 7th and 8th grades and 24 students enrolled in these classrooms. Maximum variation sampling, a purposeful sampling method, was used to form the study group. A semi-structured interview form was used with 24 selected teachers, and the practices of these teachers and the reactions of the students in these classes were observed. A content analysis was completed in analyzing the data obtained from the observation and interview forms. In addition, the texts written by the students participating in the study were analyzed using the planned writing and evaluation scale. According to the findings obtained from the research, it was determined that in-class written expression activities were not carried out in line with the process-oriented writing approach and that the written expression products of the students did not meet the process-based writing criteria.

We report results of a national survey of secondary teachers who teach special education and/or English language arts in the United States. A total of 50 teachers from 27 different states completed the survey. In the survey, we asked teachers about their experience delivering distance and in-person instruction during the COVID-19 pandemic. We specifically focused on three broad areas: writing assignments, writing instructional practices, and adaptations used to support students with disabilities. We also collected information about teacher characteristics, technology use, and teacher attitudes and self-efficacy about writing. On average, teachers reported receiving minimal preparation to teach writing via distance or in-person instruction. When compared to in-person instruction, teachers reported using fewer writing assignments, evidence-based writing practices, and adaptations for students with disabilities during distance learning. We provide implications for teacher professional development and detail limitations related to sample size and response rate.

This paper explores language beliefs and writing practices of an international scholar in Biochemistry working at a large U.S. research university. Although the participant articulated monolingual ideologies and a desire to become like a 'native speaker,' he did not consider advanced writing skills in English a prerequisite for publishing in English in his field. Through 'talk-around-text' (Lillis 2008) and visits to his laboratory, we examine what resources the participant deemed valuable in the process of producing a scientific article. Adopting a spatial orientation to writing (Canagarajah 2018a), we pay particular attention to the spatial repertoires that shaped his recent first-author publication. We bring out the tensions between his language ideologies and actual communicative practices and discuss the theoretical and pedagogical implications of our research. Ultimately, we argue that a spatial orientation to communication expands the notion of bilingualism by urging us to consider people's actual creative practices of meaning-making in particular spaces rather than focus on isolated cognitive abilities.

Purpose: The purpose of this research is to understand how creative writing practices affect the written expression skills of B2 level students. Method: In this study, a pretest-posttest control group semi-experimental model was used. While creative writing practices were implemented in the experiment group, instruction in alignment with the Teacher Guide of Yunus Emre Institution was provided in the control group. The study was conducted with 49 students at the B2 level at the Aksaray University Turkish Learning Application and Research Center during the 2018-2019 academic year. Written expression works (composition), writing self-efficacy, and writing anxiety scales were used as data collection instruments. Written expression works were evaluated according to the Creative Writing Evaluation Scale. Dependent and independent t-tests were conducted for pairwise comparisons. Findings: The means for post-test scores in the experiment group for the scales except for the writing anxiety scale were higher than the means of post-test scores in the control group. This indicates that creative writing practices in comparison with the traditional methods are an important factor in improving the written expression skills of students who learn Turkish as a second language. Implications for Research and Practice: Future research to identify the effects of creative writing practices on fundamental language skills that are reading, speaking, and listening can be conducted.

This article reports findings from a three-year qualitative study that explored the nature of translingual writing practices of the emergent multilingual youth who are ethnic Korean migrant children from Central Asia and Russia to South Korea. While settling into a new society, these emergent multilingual children tend to navigate and negotiate multiple languages, literacies, and identities. As a researcher and former teacher of Russian-speaking ethnic Korean migrant children in Korea, I became interested in examining how and why they engaged in translingual writing practices beyond school walls (referring to the capabilities and the processes of translingual language learners' appreciation, negotiation, and evaluation of multiple semiotic resources). Drawing upon 'translingualism' , this study gathered and analysed the data from multiple sources (i.e. observations, interviews, fieldnotes, and artefacts). The findings demonstrate the emergent multilingual youth's agentive engagement in translingual writing practices for differing purposes such as meaningful interaction, language development, and academic success. This study suggests that the dynamic and spontaneous use of multiple semiotic resources is the key to the emerging multilingual children's everyday communicative and literate lives as well as in the process of multilingual language development. [ABSTRACT FROM AUTHOR]

A growing number of international doctoral students choose to study in China, a non-traditional learning destination. However, relatively few studies have investigated these students' academic writing practices while undertaking their studies in China. This study draws upon Bourdieu's concepts of field, habitus, and capital, and the notion of global-national-local imbrications, to explore 20 international doctoral students' language-engagement experiences in a Chinese university. Our analysis found that English and Chinese co-exist to varying and sometimes shifting degrees in doctoral students' academic writing practices. As a result, some students potentially developed a hybrid, 'in-between', cosmopolitan habitus. Notably, however, other students felt disempowered in the Chinese HE 'sub-field', with its unique logics of practice. Students' experiences indicate that multifarious language practices potentially create a heavily hybridised 'sub-field' characterised by a multitude of imbricating global, national, and local influences, and highlight the need to ensure that the language of instruction is indeed oriented to student learning – a language for learning. [ABSTRACT FROM AUTHOR]

This qualitative study explores Korean high school students' exercising of agency in processing and producing L2 writing. Data were collected from off-line and online interviews, field notes, and other written materials over the course of two years and analyzed from a social view of agency (Ahearn, in: Jaspers, Östman, Verschueren (eds) Society and language use, John Benjamin Publishing Company, Amsterdam, 2010; van Lier in Sociocult Theory Teach Second Lang 163:186-193, 2008). The students' engagement in varied L2 writing projects and their writing artifacts consistently showed their enhanced awareness of linguistic and other semiotic resources which resulted in their frequent and continuous use of multiple languages and other placed resources. Meanwhile, they developed their strategies and reshaped their L2 writing practices considering the given context, placed resources, and their funds of knowledge. Findings from this study provide valuable insights into the open possibilities of EFL students' exercise and development of agency, which is an increasingly necessary feature of life-long learners in the post-pandemic era.

This paper explores a suite of close writing practices and exercises that ask students to attend closely to language at the level of morpheme, word, line, sentence, or stanza. Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository prose, as is common in post-secondary contexts. Instead, the pedagogies presented in this inquiry frame writing as an analytic practice which aids both students' capacities as writers and, importantly, their development as critical readers. Such pedagogies, we believe, reflect a less-didactic approach to teaching reading, writing, and literature. We argue that close writing positions students in an exploratory, experimental stance in relation to composition, one that allows for the analytic aims of close reading in addition to different kinds of learning.

This article offers an insight into the process and potential of Deleuze-inspired action research. It draws on a classroom action research (CAR) project that critically reconceptualises practices of reflective writing in teacher education, including the widespread use of the 'professional learning journal' as a resource to facilitate reflection on practice. Students following a teacher education programme in England took part in an innovative mode of engagement with texts, including their learning journals, drawing on the Deleuzo-Guattarian notion of the text as an agent that acts outside of itself. The process was called 'implicated reading'. An example of a teaching and learning intervention, in the form of a seminar transcript, is offered as an illustration of how Deleuzian theory and philosophy can inspire and shape innovations in practice. The transcript also serves as an opportunity to reimagine the ways in which data and data analysis are conceptualised and practiced in action research (AR) projects. Data is (re)conceptualised as agentic, rather than inert or indifferent. Synthesis is privileged over analysis so that the transcript acts as a provocation to rethink the relation between theory and data, asking what is made possible when these are 'plugged into' one another to raise questions that otherwise would have remained unthought. Ultimately, the article offers a worked example of what happens when action researchers take up the challenge of working and thinking within a Deleuzian ontology that seeks to maintain the plurality and potentialities of AR in practice.

It has long been acknowledged that immigrant children who are originally exposed to home languages become rapidly socialized into using only English. Although many children ultimately develop receptive skills in their home language, they often become English dominant and rarely have the opportunity for literacy development. There is also a common misperception that allowing children to acquire three languages and scripts simultaneously is either too difficult or too confusing, or both. That children do not realize their full multilingual, multiliterate potential is not only a loss to their cognitive, emotional and academic development but also a violation of their language rights. As a way to help demystify simultaneous triliteracy development, I study my own child as a motherscholar. He is growing up in the United States as a simultaneous trilingual and triliterate in three alphabetical languages using two non-Roman scripts, Korean and Farsi, as well as a Roman script, English. I examine the ways in which he makes sense of and communicates in his literate world from age three to six by focusing on his emergent writing practices, particularly letter recognition, directionality and name writing in three distinctively different scripts. Social semiotic and translanguaging theories have guided my analysis of video and audio data as well as artefacts pertinent to his writing. Qualitative analysis rooted in an ethnographic case study approach demonstrated that he recognized different orthographic symbols across scripts but made linkages between them, applied correct directionality in scripts but with flexibility, and stamped a trilingual identity and met audiences' needs through name writing. The findings show the trilingual child engaging in a more flexible and creative process of letter designing as well as name writing in three scripts in more sophisticated and nuanced ways. The study provides insights into educational practices for multilingual children at preschools and schools.

The purpose of this meta-analysis was to examine the effects of writing intervention on students' mathematical attainment based on their achievement (mathematics standardized test scores) and their attitudes toward mathematics (mathematical motivation and interest). Twelve studies with 19 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size equalled 0.42. The small sample size (12 studies) in the present meta-analysis limits the generalizations that might be made regarding the overall impact of writing intervention on students' mathematical attainment. However, the implication from the present study is that integrating writing into mathematics classrooms can be a useful instructional strategy to increase students' mathematics success.