In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and…

The Chilean curriculum for writing education includes five paradigms: "cultural," "macro-linguistic," "micro-linguistic," "procedural," and "communicative." The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two…

This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and…

In order to contribute to a more nuanced understanding of the varied ways multiple language competencies are invoked in scientific communication and publication, this study features a content analysis of a collection of English, French, and Arabic abstracts from 14 articles of Al-Awamia, a Moroccan agronomic journal. Mapping rhetorically…

This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of "discursive turbulence":…

The COVID-19 pandemic has prompted a renewed interest in intergenerational letter and email writing. Evidence shows that expressive writing, including letter writing, has a number of benefits including improved literacy and perceived well-being, and it can also facilitate a deep connection with another person. This scoping review provides an…

Many genre scholars have focused on how individuals might build genre knowledge, generally understood as the enculturation processes, gradual stages, or ingredients that lead to one's facility with a genre in context. While genre knowledge describes whether people can engage genres, it does not describe the various factors that shape how people…

Assessing text quality as an indication of underlying skills still remains challenging; irrespective of the approach, many studies struggle with reliability or validity problems. If writing is considered problem-solving, a report must make the reader understand the described situation and call for its mental reconstruction. Therefore, text quality…

Integrated writing (i.e., writing from sources) being a complex process, requires various linguistic and cognitive skills interacting with each other in a dynamic way. While recent studies have increasingly documented that writing processes are driven by a suite of cognitive abilities named executive function (EF), their roles in a literacy…

Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of…

The letter of recommendation (LOR) is a stylized form of direct sponsorship, a rhetorical appeal that confers favor on a person or object in keeping with the writer's - or sponsor's - character, authority, and expertise. In response to Swales's call to "unveil" the rhetorical features of occluded genres, this research employs a move-step…

Rhetorical figures of speech provide important analytical frames to chart how arguments operate within genres and within genre ecologies. Varieties of the figure prolepsis allow for the rendering of future time or fact in the present, which can be a powerful rhetorical inducement toward social and political action. In this article, we examine how…

We report on a college-level study of student reflection and instructor prompts using scoring and corpus analysis methods. We collected 340 student reflections and 24 faculty prompts. Reflections were scored using trait and holistic scoring and then reflections and faculty prompts were analyzed using Natural Language Processing to identify…

Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this…

Analytical writing poses particularly challenging, yet often overlooked, language demands that need attention in educational research and practice. In this article, I discuss the Core Analytical Language Skills (CALS) construct and its relevance for school reading and writing. CALS refer to the set of learners' school-relevant language resources…