This presentation reports the findings of a study that explored the potential of unlocking critical pedagogy in a second-year undergraduate writing course that focused on developing students’ research skills by crafting a small-scale IMRaD paper. Students’ selection of localized and contextualized topics enhanced their engagement, agency, and confidence in writing.
This presentation discusses a case study that investigates the contextual factors that come into play in EAL students’ investment in English writing through Digital Multimodal Composing(DMC) in an academic literacy course in China. It highlights the importance of understanding students’ DMC experiences in the specific social cultural context.
This meta-analysis examines feedback's impact on writing for L1, L2, and FL learners in schools and universities. Results show that different feedback methods and agents affect learners differently. Further research involving FL and L2 learners at school is necessary, particularly on the effect of deep-level feedback.
Steve Graham is the author of the influential Carnegie Reports Writing Next, Writing to Read, and Informing Writing. He is also the author of the Elementary Writing Guide published by What Works Clearinghouse. He is the former Editor of Contemporary Educational Psychology and Exceptional... Read More →
This presentation introduces two non-specialist instructors' understanding of corpus-based pedagogy in L2 writing classes before, during, and after implementing corpus materials. It explores how their perceptions evolve over a semester through surveys, interviews, and reflections, offering insights into corpus pedagogy and informing future professional development in L2 writing contexts.
Hall (2009) asked "how can WAC/WID programs more effectively encourage Multilingual Learning Across the Curriculum?” (p.37). This session describes the recreation of a WAC program at a highly multilingual community college to include multiple languages with the help of Spanish and ESL Professors (e.g., Siczek & Shapiro, 2014).
Academic writing instruction for adult refugee students remains severely under-researched. This case study of two instructors’ techniques for teaching summary writing to this population offers evidence-based pedagogical recommendations and considerations for preparing refugee language-learners for the reading/writing demands of postsecondary study and, ultimately, for the pursuit of better life chances.
