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Writing & Pedagogy最新文献

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Composing strategies reported by high and low achievers in the TOEFL-iBT integrated task: Implications for investigative pedagogy 托福-新网考综合任务中高、低成就者报告的写作策略:对研究性教学法的启示
IF 0.3
Writing & Pedagogy Pub Date : 2018-05-30 DOI: 10.1558/WAP.30570
Jill C. Murray, A. Riazi
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引用次数: 0
Obstacles to digital, multimodal pedagogy in rural high schools 农村高中数字化、多模式教学的障碍
IF 0.3
Writing & Pedagogy Pub Date : 2018-05-30 DOI: 10.1558/WAP.33761
Emily Howell
{"title":"Obstacles to digital, multimodal pedagogy in rural high schools","authors":"Emily Howell","doi":"10.1558/WAP.33761","DOIUrl":"https://doi.org/10.1558/WAP.33761","url":null,"abstract":"The author reports findings from two iterations of a formative experiment focusing on improving students' conventional and digital, multimodal arguments. The first iteration of this experiment occurred in a rural school district in the United Sates with an eleventh-grade English/language arts teacher, and the second iteration was implemented in the same school district, but in a different high school with both a ninth- and tenth-grade English/language arts teacher. The findings focus upon obstacles the teachers encountered while implementing an intervention that entailed elements of argument; digital, multimodal tools; and the writing process. These obstacles led the author to make six recommendations for the future professional development of rural teachers integrating digital, multimodal tools into conventional writing curriculum.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"47 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78221798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Construing emotion in academic writing: L2 writers’ use of Affect in historical explanation essays 学术写作中的情感建构:二语作者在历史解释文章中对情感的运用
IF 0.3
Writing & Pedagogy Pub Date : 2018-05-30 DOI: 10.1558/WAP.32850
Gordon Myskow, Masumi Ono
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引用次数: 1
The effect of topic interest and choice in second language journal writing 主题兴趣与选择在二语期刊写作中的作用
IF 0.3
Writing & Pedagogy Pub Date : 2018-05-30 DOI: 10.1558/WAP.32756
M. Asaba, J. Eidswick
{"title":"The effect of topic interest and choice in second language journal writing","authors":"M. Asaba, J. Eidswick","doi":"10.1558/WAP.32756","DOIUrl":"https://doi.org/10.1558/WAP.32756","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"92 1","pages":"161-190"},"PeriodicalIF":0.3,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85677808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Do teachers dream of electric classrooms?: The experiences of future teachers teaching writing online 老师们梦想着电子教室吗?:未来教师在线写作教学的经验
IF 0.3
Writing & Pedagogy Pub Date : 2018-05-21 DOI: 10.1558/WAP.33350
Allan Nail, Jane S. Townsend
{"title":"Do teachers dream of electric classrooms?: The experiences of future teachers teaching writing online","authors":"Allan Nail, Jane S. Townsend","doi":"10.1558/WAP.33350","DOIUrl":"https://doi.org/10.1558/WAP.33350","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"97 1 1","pages":"221-240"},"PeriodicalIF":0.3,"publicationDate":"2018-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83352493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comparing Web 2.0 applications for peer feedback in language teaching: Google Docs, the Sakai VLE, and the Sakai Wiki 比较Web 2.0应用程序在语言教学中的同伴反馈:Google Docs、Sakai VLE和Sakai Wiki
IF 0.3
Writing & Pedagogy Pub Date : 2018-01-27 DOI: 10.1558/WAP.32352
Niki Canham
{"title":"Comparing Web 2.0 applications for peer feedback in language teaching: Google Docs, the Sakai VLE, and the Sakai Wiki","authors":"Niki Canham","doi":"10.1558/WAP.32352","DOIUrl":"https://doi.org/10.1558/WAP.32352","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"62 1","pages":"429-456"},"PeriodicalIF":0.3,"publicationDate":"2018-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79500384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Written Corrective Feedback for L2 Development , John Bitchener and Neomy Storch (2016), ISBN-13: 978-1-78309-503-2. Pp. viii + 155. L2开发的书面纠正反馈，John Bitchener和Neomy Storch (2016)， ISBN-13: 978-1-78309-503-2。p. viii + 155。
IF 0.3
Writing & Pedagogy Pub Date : 2018-01-27 DOI: 10.1558/WAP.32514
Martin Guardado
{"title":"Written Corrective Feedback for L2 Development , John Bitchener and Neomy Storch (2016), ISBN-13: 978-1-78309-503-2. Pp. viii + 155.","authors":"Martin Guardado","doi":"10.1558/WAP.32514","DOIUrl":"https://doi.org/10.1558/WAP.32514","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"36 1","pages":"555-558"},"PeriodicalIF":0.3,"publicationDate":"2018-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81197232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Spoilt for choice: A plethora of modes for electronic feedback on second language writing 琳琅满目的选择:第二语言写作的电子反馈模式过多
IF 0.3
Writing & Pedagogy Pub Date : 2018-01-27 DOI: 10.1558/WAP.35663
Carola Strobl, H. M. Satar
{"title":"Spoilt for choice: A plethora of modes for electronic feedback on second language writing","authors":"Carola Strobl, H. M. Satar","doi":"10.1558/WAP.35663","DOIUrl":"https://doi.org/10.1558/WAP.35663","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"33 1","pages":"393-403"},"PeriodicalIF":0.3,"publicationDate":"2018-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87626559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Feedback and revision in cloud-based writing: Variations across feedback source and task type 基于云的写作中的反馈和修订:反馈来源和任务类型的变化
IF 0.3
Writing & Pedagogy Pub Date : 2018-01-27 DOI: 10.1558/WAP.32209
Soobin Yim, B. Zheng, M. Warschauer
{"title":"Feedback and revision in cloud-based writing: Variations across feedback source and task type","authors":"Soobin Yim, B. Zheng, M. Warschauer","doi":"10.1558/WAP.32209","DOIUrl":"https://doi.org/10.1558/WAP.32209","url":null,"abstract":"","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"9 1","pages":"517-553"},"PeriodicalIF":0.3,"publicationDate":"2018-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72761225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
APPRAISAL as a framework for understanding multimodal electronic feedback: Positioning and purpose in screencast video and text feedback in ESL writing 评价作为理解多模态电子反馈的框架:在ESL写作中视频和文本反馈的定位和目的
IF 0.3
Writing & Pedagogy Pub Date : 2018-01-26 DOI: 10.1558/WAP.31736
Kelly J. Cunningham
{"title":"APPRAISAL as a framework for understanding multimodal electronic feedback: Positioning and purpose in screencast video and text feedback in ESL writing","authors":"Kelly J. Cunningham","doi":"10.1558/WAP.31736","DOIUrl":"https://doi.org/10.1558/WAP.31736","url":null,"abstract":"Given the multimodal nature of new modes of electronic feedback, such as screencasting, there is a need for the application of robust, theoretically grounded frameworks to capture linguistic and functional differences in feedback across modes. The present study argues that the appraisal framework, an outgrowth of systemic functional linguistics (SFL) that focuses on evaluative language and interpersonal meaning, can provide understanding of and discernment between technology-mediated modes of feedback. The study demonstrates this potential through an appraisal analysis of a small corpus of 16 screencast video and 16 text (MS Word comment) feedback files given to eight students over four assignments in an intermediate ESL writing class. The results suggest possible variation between the video and text feedback in reviewer positioning and feedback purpose. Specifically, video seems to position the reviewer as one of many possible perspectives with feedback focused on possibility and suggestion, while the text feedback seems to position the reviewer as authority with feedback focused on correctness. The findings suggest that appraisal can aid in the understanding of multimodal feedback and identifying differences between feedback modes.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"50 1","pages":"457-485"},"PeriodicalIF":0.3,"publicationDate":"2018-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76767468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
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