Based on longitudinal data from a three year ethnographic study, this article uses discourse analytic methods to explore the literacy and social practices of three adolescent English language learners writing in an online fan fiction community. Theoretical constructs within globalization and literacy studies are used to describe the influences of new media and technologies on modern configurati...

English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, researchers have, to date, mainly focused on either of these treatments to enhance language learners’ composing ability. Which treatment leads to more significant improvements is, however, unclear. Moreover, of th...

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstr...

This paper reviews models of the cognitive processes involved in writing. It sketches their development from an early emphasis on the thinking behind the text and the impact of cognitive overload on this, through more dynamic models emphasizing the interaction between thinking and text production processes, to more recent models emphasizing the constitutive role of text production in the develo...

This paper presents C-WEP, the Collection of Writing Errors by Professionals Writers of German. It currently consists of 245 sentences with grammatical errors. All sentences are taken from published texts. All authors are professional writers with high skill levels with respect to German, the genres, and the topics. The purpose of this collection is to provide seeds for more sophisticated writi...

This paper reviews the potential role of writing textbooks in increasing our understanding of academic writing. It argues that this role is underappreciated for several reasons. These include the dampening effects of existing discoursal and social-constructionist accounts of introductory college textbooks, a reluctance to look beyond the ostensible student audience, and a diffidence in recogniz...