Search results for: feminist writing

Authors: Nudrat Kamal

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Scholarship exploring the development of the literary tradition of feminist utopias, especially in the sociopolitical context of Europe and North America, has been important and meaningful, but it is, in large part, still restricted to Euro-American texts. This paper will explore Charlotte Perkins Gilman’s feminist utopia Herland (1915) with another feminist utopia written just a decade before, but in a widely different sociopolitical context: Bengali feminist writer Rokeya Sakhawat Hossain’s English short story Sultana’s Dream (1905). The paper will argue that both texts, despite being written in such different cultural and historical contexts, utilize and subvert the public versus private/domestic sphere dichotomy and the restricted gender roles associated with each sphere in order to conceive of specific formulations of feminist modernities that reflect the sociopolitical contexts and feminist movements both writers were writing within. By bringing Gilman’s Herland into conversation with Hossain’s Sultana’s Dream, the paper hopes to illuminate the new meanings that might emerge if the scholarship on Western feminist utopias was to open itself up to the feminist utopias written elsewhere.

Keywords: comparative literature, feminist utopias, modernity, South Asian literature, utopias

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Authors: Ali Mohammadi

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This study explored the root causes of women's lack of writing in literature by digging into Virginia Woolf's A Room of One’s Own. Virginia Woolf was the pioneer of feminist literary criticism in the 20th century. She was hugely preoccupied, throughout her writing life, with the role of women in history and with the relationship between women and fiction. Besides, she wrote continuously about the difficulties of women's writing and of writing as a woman. This research aims to mirror a number of key arguments concerning women’s issues: the social and economic conditions necessary for writing; the problem of a tradition of women's writing; the concept of a 'female sentence' articulating women's voices and values and the idea of the androgynous aesthetic in which an author would be able to write free from an awareness of their sex as male or female. Woolf was very wary of making any definitive assertions about women's writing, or at least in terms of its style or form. Indeed, much of the essay is taken up with her reflections on the lack of women's writing over the history of English literature. It was concluded that the reason for this absence of female writing does not just spring from the deficiency of genius, but of material circumstances and facilities. Additionally, the demands of the domestic household, the poverty of education available to women, and the laws that denied married women’s ownership of funds or property made it virtually impossible for women to take up writing as a profession.

Keywords: autonomy, facilities, genius, literature, women

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Authors: Yacoub Aljaffery

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Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom.

Keywords: ESL teaching, motivation, teaching methods, academic writing , creative writing

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Authors: Andreea Cervatiuc

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This study focuses on teaching second language writing through a constructivist approach. Unlike traditional approaches to teaching second language writing, which were product-oriented and emphasized surface features of writing, such as spelling and grammar, the constructivist approach to teaching second language writing is process-oriented and fosters discovery of meaning, creativity, collaboration, and writing for an audience. Educators who take a constructivist approach to teaching second language writing create communities of writers in their classrooms, emphasize that the goal of writing is to share ideas with others, and engage their students in collaborative, creative, and authentic writing activities, such as writing conferences, group story writing, finish the story, and chain writing. The constructivist approach to teaching second language writing combines a focus on genres, scaffolding, and treating writing as a process. Through constructivist writing, students co-create knowledge and engage in meaningful dialogue with various texts and their peers. The findings of this study can have implications for applied linguists, teachers, and language learners.

Keywords: constructivist second language, writing genres, process writing, scaffolding

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Authors: Natalia Fontes De Oliveira

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The Canadian author Margaret Atwood deconstructs the tainted dichotomies between women and men by embracing the disorder throughout her dystopias. In Atwood’s The Testaments, nature can be seen as a background to the story as well as a metaphorical expression of the characters’ state of mind, nevertheless, the protagonists’ nature writing portrays conveys a curiosity to the pre-established sanctions of a docile garden, viewing nature as an autonomous entity, especially when they are away from the confinements of Gilead’s regime. The three narrating protagonists, Agnes, Aunt Lydia, and Nicole, use nature writing subversively as a form of rebellion. This paper investigates how the three protagonists narrate nature through an intimist point of view, with sensibility to observe the multiple relationships among humanity, nature, and the impositions of a theocratic ultra conservative patriarchal society.

Keywords: contemporary literature, dystopias, feminism, women’s writing

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Authors: Farhad Ghorbandordinejad, Shamsoddin Aref

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Wikis and blogs, defined as educational tools in line with the objectives of collaborative writing, are regarded as innovative ways of writing addressing the problems of conventional types of writing. Although writing in wikis and blogs step in different contexts, they are both aiming at betterment of collaborative writing procedures. It is believed that due to certain reasons bringing in wikis and blogs to learners' life can lead to better performance of writing. This study aimed at dipping into pedagogical aspects of wikis and blogs in the hope of eliminating prior traditional mistakes and bringing students together in a more constructive L2 context. To this end, three groups of intermediate students were experimented in three settings of wiki-group, blog-group and conventional (control) group. Despite conventional group learners, participants in both experimental groups experienced L2 writing in a new telecollaborative context. An achievement test was administered after the treatment to check learners’ degree of improvement in EFL writing. The results of this study provide a deep insight towards the effectiveness of writing in the contexts of wikis and blogs compared with conventional writing procedures. The overall conclusion drawn from the distinction of conventional writing, on one hand, and wikis and blogs, on the other hand, indicates that the latter channels of writing are more constructive for learners’ writing improvements.

Keywords: collaborative writing, wikis, blogs, writing achievement

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Authors: Humaira Irfan Khan

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The paper explores teaching of creative writing in Pakistani classroom. The data collected from the questionnaire and focus group interview with a large public sector university’s Master of Arts in English students, who are also in-service school teachers, discovers that English teachers in Pakistan do not teach to develop the creative writing of pupils. The findings show that English teachers can define creative writing but are confused about strategies needed in rousing learners’ interest in creative writing. The teachers make their students memorise compositions from the textbooks to be reproduced in class. English teachers must be encouraged and trained to engage in activities that are essential for enhancing creative writing in schools.

Keywords: creative writing, teaching creative writing, textbooks, Pakistan

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Authors: Muhammad Dahiru

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A contestable polemic in postcolonialism is the Western Universalist conception of the people of a vast continent such as Africa as homogenous. Quite often, the postcolonial African woman is seen as an entity in western cultural and literary feminist theorisations. The debate between the so-called western feminist scholarship and the postcolonial/third world feminists that began in the late 1980s focuses on this universalisation of women’s concerns as monolithic. This article argues that the universalising assumption that all women share similar concerns in not only Africa as a continent but even in Nigeria as a country is misleading because of cultural differences. The article is a dialogic reading of Nigerian literature arguing that there is no culturally normative perspective on Nigerian feminist fiction because of the multifaceted and multicultural concerns of women writers from the different cultural regions in the country. The article concludes that this can better be read and appreciated through the lens of M. M. Bakhtin’s theory of dialogism.

Keywords: cultural exclusion, dialogics, Nigerian feminist fiction, postcolonialism

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Authors: Ratnawati Mohd Asraf, Sabreena Ahmed

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This paper describes how the method of focused freewriting can be used to help teachers to foster critical thinking through writing. In this study, we used focused freewriting during the pre-writing stage of our writing course to help our English to Speakers of Other Languages (ESOL) students to generate ideas and to think critically about the issues they were to write on. In each of the four classes where we applied this technique, we used pictures or videos to stimulate their thinking during the prewriting stage of writing and then asked them to write non-stop for ten minutes about whatever that came to their minds as a result of being presented with these prompts. We then asked them to focus on the themes that emerged from their brief writing. Using observations, in-depth interviews, and an analysis of their brief essays, our study found that focused freewriting helped our students to generate ideas and think critically about the issues they were writing on. We postulate that by using focused freewriting and discussions during the prewriting stage of writing, instructors can help their students to think critically about various issues and facilitate their efforts at organising their arguments for critical, academic essays.

Keywords: academic writing, critical writing, critical thinking, focused free-writing, pre-writing

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Authors: Khaled Igbaria

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While Ba'albakī ceased writing or publishing since 1964, it is considerable and significant to investigate Ba'albakī's influence on others. This paper examines her influence on three Lebanese women writers: Emily Nasrallah, Muná Jabbūr, and Hanan al-Shaykh. However, the aim is not simply to examine the influence of the writer on these three authors, but rather to note similarities and differences in the challenges they faced and the agendas they followed in their fiction writing. For each of these writers, this article will describe elements of their literature, and then sketch out the influence which Ba'albakī has had on them. This paper relies on material from Sidawi because it includes interviews with the female writers discussed that are relevant to the current discussion. Sidawi asked them about Ba'albakī and her influence on them, the challenges they faced, and how they coped with them. This paper points out their comments using their own words. To be clear, examining these writers' notes and works is beyond the scope of this paper. To sum up, there are significant parallels between the life and work of Ba'albakī, and other Lebanese women writers such as Nasrallah, Jabbūr and al-Shaykh. Like Ba'albakī, Nasrallah and al-Shaykh also suffered in their struggle against their families. Nasrallah and al-Shaykh, like Ba'albakī, suffered because their society did not trust in their abilities and creativity. Ba'albakī opted for isolation because of her conflict with patriarchal society including the Lebanese women’s groups, while Nasrallah's isolation was because she preferred individualism and autonomy, and Jabbūr, as could be speculated, was not able to cope with the suffering caused by her role as a woman writer within Lebanese society. Whereas Ba'albakī isolated herself from the Lebanese women’s groups, focusing instead on her feminist writing and joining the Shi'r group, Al-Shaykh and the Lebanese women’s groups are able to cooperate in harmony. Furthermore, while Nasrallah and Al-Shaykh continued to publish fiction, Ba'albakī stopped publishing fiction in 1964. All of the above confirms not only that it is worthy to investigate deeply and academically both the biography and the works of Ba'albakī, but also that she deserves to include her throughout the top great Arab female writers, at the time, like Al-Shaykh and Nawal El Saadawi.

Keywords: feminist writing, Hanan Al-Shaykh, Laylá Ba'albakī, Lebanese women writers, Muná Jabbūr

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Authors: Laura Naka

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The invention of computer writing programs has changed the way of teaching second language writing. This artificial intelligence engine can provide students with feedback on their essays, on their grammatical and spelling errors, convenient writing and editing tools to facilitate student’s writing process. However, it is not yet proved if this technology is helping students to improve their writing skills. There are several programs that are of great assistance for students concerning their writing skills. New technology provides students with different software programs which enable them to be more creative, to express their opinions and ideas in words, pictures and sounds, but at the end main and most correct feedback should be given by their teachers. No matter how new technology affects in writing skills, always comes from their teachers. This research will try to present some of the advantages and disadvantages that new technology has in writing process for students. The research takes place in the University of Gjakova ‘’Fehmi Agani’’ Faculty of Education-Preschool Program. The research aims to provide random sample response by using questionnaires and observation.

Keywords: English language learning, technology, academic writing, teaching L2.

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Authors: Early Sol A. Gadong, Lourdes C. Zamora, Jonny B. Pornel, Aurora Fe C. Bautista

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Various research has shown that writing allows students to engage in metacognition and provides them with a venue to communicate their disposition towards what they are learning. However, few studies have explored students’ feelings about the incorporation of such writing activities in their mathematics classes. Through reflection sheets, group discussions, and interviews, this mixed-methods study explored students’ perceptions and insights on supplementary writing activities in their Elementary Algebra class. Findings revealed that while students generally have a positive regard for writing activities, they have conflicting views about how writing activities can help them in their learning. A big majority contend that writing activities can enhance the learning of mathematical content and attitudes towards mathematics if they allow students to explore and synthesize what they have learned and reflected on their emotional disposition towards mathematics. Also, gender does not appear to play a significant role in students’ reactions to writing activities.

Keywords: writing in math, metacognition, affective factors in learning, elementary algebra classroom

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Authors: Danielle L. Iamarino

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This paper explores the embattled territory of academic creative writing—and most focally, the use of critical theory in the teaching and structuring of creative practice. It places creative writing in contemporary social, cultural, and otherwise anthropological contexts, and evaluates conventional creative writing pedagogies based on how well they serve the updated needs of increasingly diverse student congregations. With continued emphasis on student-centered learning, this paper compares theoretical to practical applications of discipline-specific knowledge, examining and critiquing theory in terms of its relevance, accessibility, and whether or not it is both actionable and beneficial in the creative writing classroom.

Keywords: creative writing, literary theory, content, pedagogy, workshop, teaching

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Authors: R. Vidhya

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Nigeria, the seat of canonical literature in Africa, though widely acclaimed as the literary capital of the continent, it failed to produce women writers in its literary arena till the 1960s. Only after 1966, with the publication of the first novel by a women writer, Nigeria saw the emergence of women’s writing through which the world witnessed an upsurge in the sensitization of women’s issues in Africa. The Nigerian Igbo women’s writing threw light on gender discrimination in postcolonial Africa. Their works were instrumental in bringing a remarkable change in the perception of gender in a male dominated society. The social mindscape of the land which strongly believed that feminist ideologies could be highly detrimental to its patriarchal setup is slowly changed through the changing perspectives of gender. This paper aims to analyse the select works of Flora Nwapa, Buchi Emecheta and Chimamanda Ngozi Adichie to deconstruct the dialectics of gender, which has been realised in the works of these women writers.

Keywords: gender discrimination, Igbo women's writings, postcolonial Africa, changing perspective

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Authors: Soliman Rosemary

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Despite the widespread movements towards democratization in most countries, women are still largely underrepresented at most levels of governments, especially in ministerial and other executive bodies. This paper is going to focus on the status quo of women political marginalization in Japan and the role social movements, feminist groups and campaigns play in raising the number of female politicians in administrative decision making process. The paper will raise some Japanese feminist groups such as ‘WIN WIN’ and ‘Q no Kai’ and other feminist groups as case studies. The study will help in furthering the understanding of women political empowerment in Japan and the strategies of contemporary social movements in raising the awareness of the importance of gender quota in the electoral system to be able to place new items on the political agenda that reflect and address women's gender-specific concerns, values and experiences, and providing new perspectives on mainstream political issues.

Keywords: feminist, political empowerment, quota, social movements

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Authors: Avasha Rambiritch, Adelia Carstens

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In especially the context of a writing center, learning takes place during, and as part of, the conversations between the writing center tutor and the student. This interaction or dialogue is an integral part of writing center research and is the focus of this largely qualitative study, employing a politeness lens. While there is some research on positive politeness strategies employed by writing center tutors, there is very little research on specifically praising as a positive politeness strategy. This study attempts to fill this gap by analyzing a corpus of 10 video-recorded consultations to determine how tutors in a writing center utilize the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy. The research indicates that praise as a politeness strategy is utilized significantly more when commenting on higher-order concerns, as in line with the writing center literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip the tutors (usually postgraduate students appointed as part-time tutors in the writing center) for the work they do on a daily basis.

Keywords: writing center, academic writing, positive politeness, tutor

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Authors: Yangyang Zhang

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In The Valley of the Moon, Jack London implicitly presents the connection between the city and the male, the country and the female, constructing a gender space where the city and the countryside are opposed. But meanwhile, London is constantly dismantling the gender space through the reversed travel map so as to highlight the fluidity and productivity of female space. Under such circumstance, the original gender space has to be reorganized. Through the construction of gendered urban and rural spaces, Jack London presents the national crisis in the process of urbanization of the American West in the late 19th century, while the female-led reversed travel map reproduces the original contribution of the American West to the construction of nationality. In the end, the reorganized neutral space “valley of the moon” reflects the “garden” motif in American national imagination and plays an important role in rebuilding national identity. This research studies the feminist geography and cartography in Jack London's novel The Valley of the Moon and analyzes the gender-politics attribution in the literary geography writing in London's novel on this basis. The research returns to the American historical context at the end of the 19th century, focusing on how London’s feminist geography embodies his sense of nationality and investigating how female-dominated literary cartography reconstructs American identity. This paper takes Literary Cartography, and feminist geography as the ideological guide combines with the discourse of gender politics. comprehensively uses various literary criticism methods such as deconstructionist literary criticism, and new historicism literary criticism, etc., Through the study of Jack London's work, the paper aims to analyse how London constructs a national image by literary geography.

Keywords: American identity, American west, feminist geography, garden motif, the valley of the moon

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Authors: Abdelaziz Hussien

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This article reports investigations of a study into the effectiveness of a traits cooperative learning (TCL) on teacher candidates’ writing achievement, composition, and attitudes towards traits of writing approach and small group learning. Mixed methodologies were used with the participants in a repeated measures quasi-experimental design. Forty-two class teacher candidates, enrolled in the Bahrain Teachers College, completed the pre and post author-developed measures. The results suggest that TCL has a positive effect on the participants’ writing achievement, composition, and attitudes towards traits of writing approach, but not on the attitudes towards small group learning. Further implications to teacher education are presented.

Keywords: trait-based language education, cooperative learning, writing achievement, writing composition, traits of writing, teacher education

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Authors: Mohammed S. Assiri

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In EFL programs, rating scales used in writing assessment are often constructed by intuition. Intuition-based scales tend to provide inaccurate and divisive ratings of learners’ writing performance. Hence, following an empirical approach, this study attempted to develop a rating scale for elementary-level writing at an EFL program in Saudi Arabia. Towards this goal, 98 students’ essays were scored and then coded using comprehensive taxonomy of writing constructs and their measures. An automatic linear modeling was run to find out which measures would best predict essay scores. A nonparametric ANOVA, the Kruskal-Wallis test, was then used to determine which measures could best differentiate among scoring levels. Findings indicated that there were certain measures that could serve as either good predictors of essay scores or differentiators among scoring levels, or both. The main conclusion was that a rating scale can be empirically developed using predictive and discriminative statistical tests.

Keywords: analytic scoring, rating scales, writing assessment, writing constructs, writing performance

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Authors: Hao Qin

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This paper proposes a guiding tool for companies to write social responsibility report by developing an applicable writing system based on analysis of its functional requirements, writing indicators and roles. The system’s operation and results concerned will be demonstrated as well.

Keywords: social responsibility, report writing, system, design and realization

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Authors: Karima Merchant

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The aim of this study was to analyze the impact of the Writing Eight Exercise, an exercise from the Brain Integration Therapy, with Kindergartners who are struggling with writing tasks in school. With the help of this exercise, children were able to cross the midline, an invisible line running from our brain to our feet, which separates the body’s right from left. Crossing the midline integrates the brain hemispheres, thus encouraging bilateral movement. The study was spread over 15 weeks where the children were required to do the Writing Eight Exercise 4 times a week. The data collection methods included observations, student work samples and feedback from teachers and parents. Based on the results of this study, it can be concluded that the Writing Eight Exercise had a positive impact on students’ approach towards writing tasks, letter formation, and fine motor skills.

Keywords: crossing the midline, fine motor skills, letter formation, writing

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Authors: Mei-Ching Ho

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Graduate-level writing practices have gained increasing scholarly attention in recent years. Due to its discipline-specific conventions and requirements, research writing can cause various levels of anxiety for native English speaking and English as a second/foreign language (ESL/EFL) postgraduate students. Although many studies have investigated how writing anxiety can negatively affect writing performance, self-efficacy, and disciplinary discourse socialization process, relatively few have examined the impact of writing anxiety from the perspectives of postgraduate students in EFL contexts. This study aims to 1) examine the level of and the relationship between research writing anxiety and self-efficacy among Taiwanese EFL students at the master's and doctoral levels and 2) to uncover the causes of students' research writing anxiety. The data was collected from an adapted version of Second Language Writing Anxiety Inventory (SLWAI) and Research Writing Self-Efficacy Scale with 218 EFL graduate students in engineering-related fields at two research-oriented universities in Taiwan. A pilot study was conducted to ensure the construct and content validity of the instruments. Semi-structured interviews were also undertaken with 30 survey respondents to better understand the causes of their writing anxiety. The results revealed that while both master's and doctoral students had low to moderate research writing anxiety and self-efficacy, the doctoral students with more experiences in writing research papers in English were more anxious but not necessarily more confident than the master's students. A significantly weak negative correlation was found between the two constructs. The contributing factors for these results include different degree of writing exigency, perceived importance and types of writing tasks, writing for publication as graduation thresholds, and mentoring relationship with thesis/dissertation advisers. The study also identified several causes of graduate-level writing anxiety, of which writing under time constraints and concern on linguistic and rhetorical proficiency appeared to be the major concern. Pedagogical implications regarding facilitating graduate students' writing process and reducing anxiety will also be drawn.

Keywords: writing affect, writing anxiety, writing self-efficacy, EFL, postgraduate students

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Authors: Maria Lita Sudo

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The debate is an effective tool in cultivating critical thinking skills in English classes. It involves writing evidence-based arguments about a resolution in a form of constructive speech and oral discussion using constructive speech, which will then be attacked and defended. In the process of writing, EFL learners may experience anxiety, an emotional problem that affects writing achievement and cognitive processing. Thus, this study explored the sources and effect of English writing anxiety in the context of debate writing with a view to providing EFL teachers pedagogical suggestions in alleviating English writing anxiety in debate writing. The participants of this study are 95 Japanese senior high school EFL learners and 3 Japanese senior high school English teachers. In selecting the participants, opportunity sampling was employed and consent from Japanese English teachers was sought. Data were collected thru (1) observation (2) open-ended questionnaire and (3) semi-structured interview. This study revealed that not all teachers of English in the context of this study recognize the existence of English writing anxiety among their students and that the very nature of the debate, in general, may also be a source of English writing anxiety in the context of debate writing. The interview revealed that English writing anxiety affects students’ ability to retrieve L2 vocabulary. Further, this study revealed different sources of writing anxiety in debate writing, which can be categorized into four main categories: (1) L2 linguistic ability-related factors (2) instructional –related factors, (3) interpersonal-related factors, and (4) debate- related factors. Based on the findings, recommendations for EFL teachers and EFL learners in managing writing anxiety in debate writing are provided.

Keywords: debate, EFL learners, English writing anxiety, sources

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Authors: Yang Yiting

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This paper employs CiteSpace to conduct a visualiazation analysis of literature on college English writing teaching researches published in core journals from the CNKI database and CSSCI journals between 2002 and 2022. It aims to explore the characteristics of researches and future directions on college English writing teaching. The present study yielded the following major findings: the field primarily focuses on innovative writing teaching models and methods, the integration of traditional classroom teaching and information technology, and instructional strategies to enhance students' writing skills. The future research is anticipated to involve a hybrid writing teaching approach combining online and offline teaching methods, leveraging the "Internet+" digital platform, aiming to elevate students' writing proficiency. This paper also presents a prospective outlook for college English writing teaching research in China.

Keywords: citespace, college English, writing teaching, visualization analysis

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Authors: Seyed Yasin Yazdi-Amirkhiz, Azirah Hashim

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This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were homogeneous in terms of age, gender, study discipline, and language proficiency, were divided into two Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks for 15 sessions; after three consecutive collaborative writing sessions, each participant was asked to individually attempt a writing task. Both collaborative and individual writing tasks comprised isomorphic graphic prompts (IELTS Academic Module task 1). Writing quality of the five individually-produced texts during the study was scored in terms of task achievement (TA), cohesion/coherence (C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The findings indicated a hierarchy of development in TA and C/C among all the students, while LR showed minor improvement only among three of Malaysian students, and GR/A barely exhibited any progress among all the participants. Intermittent progressions and regressions were also discerned in the trajectory of their writing development. The findings are discussed in the light of the socio-cultural and emergentist perspectives, the typology of tasks used as well as the role of the participants’ level of language proficiency.

Keywords: collaborative writing, writing quality, individual writing, collaboration

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Authors: Bahia Braktia, Belkacem Braktia

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Collaborative writing is now an established pedagogical technique in higher education. Since most educators do not have training in the design, execution, and evaluation of writing assignments, implementing such tasks has proven difficult. This paper firstly proposes a framework for a collaborative writing assignment based on a literature study and adopting a writing-to-learn concept. It then describes the research undertaken and shows how this framework is implemented in an economics course, at an Algerian university, with undergraduate students. Finally, using a mixed methods design, it examines the students’ perceptions of what they have learned about collaborative writing. Preliminary results show that group assignments will always be a challenge, but with careful planning and structure, a collaborative writing assignment can be used effectively to help students improve their analytical and critical thinking abilities, research and group work skills, as well as writing proficiency. Students have a positive experience of working in a team and identified a wide variety of different team skills that they have learned through the process.

Keywords: collaborative writing, research assignment, students’ perception, survey

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Authors: Laurence Craven

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Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials.

Keywords: academic writing, assessment, e-learning, technology

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Authors: Behdokht Mall-Amiri, Sara Farzaminejad

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The purpose of the present study was to discover which of the two writing activities, a self-assessment questioner or a critical thinking skills handout, is more effective on Iranian EFL learners’ writing ability. To fulfill the purpose of the study, a sample of 120 undergraduate students of English SAT for a standardized sample of PET. Eighty-two students whose scores fell one standard deviation above and below the sample mean were selected and randomly divided into two equal groups. One group practiced self-assessment and the other group practiced critical thinking skills while they were learning process writing. A writing posttest was finally administered to the students in both groups and the mean rank scores were compared by t-test. The result led to the rejection of the null hypothesis, indicating that practicing critical thinking skills had a significantly higher effect on the writing ability. The implications of the study for students and teachers as well as course book designers are discussed.

Keywords: writing ability, process writing, critical thinking skills, self-assessment

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Authors: Chaiwat Tantarangsee

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The purposes of this study are 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05.

Keywords: coded indirect corrective feedback, error correction, error treatment, English writing

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Authors: Khaled ElEbyary, Ramy Shabara

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L2 research has generally acknowledged the role of noticing in language learning. The role of teacher feedback is to trigger learners’ noticing of errors and direct the writing process. Recently L2 learners are seemingly using computerized applications which provide corrective feedback (CF) at different stages of writing (i.e., during and after writing). This study aimed principally to answer the question, “Is noticing likely to be maximized when feedback on erroneous output is electronically provided either during or after the composing stage, or does teacher annotated feedback have a stronger effect?”. Seventy-five participants were randomly distributed into four groups representing four conditions. These include receiving automated feedback at the composing stage, automated feedback after writing, teacher feedback, and no feedback. Findings demonstrate the impact of CF on writing and the intensity of noticing certain language areas at different writing stages and from different feedback sources.

Keywords: written corrective feedback, error correction, noticing, automated written corrective feedback, L2 acquisition

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