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Writing & Pedagogy
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#1Karen Forbes (University of Cambridge)H-Index: 2
Writing is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It first considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key ste...
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#1Anja Thorsten (Linköping University)H-Index: 3
The purpose of this paper is to contribute knowledge on children’s narrative writing from a pedagogical perspective. Through analyses of nine- to ten-year-old students’ narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspecti...
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#1Romi Jain (UBC: University of British Columbia)
Cognitive dissonance refers to an experience of incongruity between an entrenched understanding of a phenomenon or concept and a new piece of cognition. If unaddressed, dissonance can be at the heart of international students’ unresolved dilemmas, unspoken feelings, and unshared stories, facts and experiences. In response, pedagogy needs to tap cognitive dissonance that issues from cultural diversityinduced viewpoints, cognitive perceptions, and beliefs on the part of international students, enr...
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#1Hannah M. Dostal (UConn: University of Connecticut)H-Index: 5
#2Kimberly A. Wolbers (UT: University of Tennessee)H-Index: 9
Last.Jennifer Renée Kilpatrick (UNF: University of North Florida)
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#1Tara Hembrough (Southeastern Oklahoma State University)H-Index: 1
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#1Karin Tusting (Lancaster University)H-Index: 15
#2David Barton (Lancaster University)H-Index: 25
Last.Diane Potts (Lancaster University)H-Index: 5
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This paper highlights the importance, when researching writing across the lifespan, of addressing a range of aspects of social context which change over time, particularly focusing on tools, values, relationships and identities. It illustrates this argument by drawing on a range of empirical studies exploring different aspects of writing in university settings, working with adults at a range of levels from Masters through doctoral study to academics' working lives, and reflects on the implicatio...
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#1Charles Bazerman (UC: University of California)H-Index: 1
Studying development of writing across the lifespan contains many challenges, but research is now emerging, starting to fill in a dynamic picture of trajectories of development. The study is necessarily complex, multidisciplinary, and collaborative. This special issue contributes to this emerging research focus.
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#1Elizabeth Narvaez (Universidad Autónoma de Occidente)
This paper describes developmental writing paths within a Colombian major in Industrial Engineering. The accounts were created through retrospective descriptions of students' writing experiences collected by a qualitative survey and analyzing writing samples. The study shows that writing throughout the major embraces diverse functions (Writing to learn; Writing to apply content knowledge; Writing to research; Writing to communicate ideas), and traces diverse developmental paths (Writing for inno...
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