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Harwood, Nigel – Written Communication, 2023
Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities…
Descriptors: Teacher Attitudes, Student Attitudes, Ethics, Writing Assignments
Liu, Chang; Harwood, Nigel – Written Communication, 2022
This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants' beliefs and understandings. The…
Descriptors: Writing Teachers, Tutors, Writing (Composition), Laboratories
Lillis, Theresa; Leedham, Maria; Twiner, Alison – Written Communication, 2020
Drawing on a three-year ethnographically oriented study exploring contemporary professional social work writing, this article focuses on a key concern: the amount of time taken up with writing, or "paperwork." We explore the relationship between time and professional social work writing in three key ways: (a) as a discrete, measurable…
Descriptors: Time, Writing (Composition), Documentation, Social Work
Khuder, Baraa; Harwood, Nigel – Written Communication, 2019
This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online…
Descriptors: Second Language Learning, Task Analysis, Advanced Students, Essays
Artemeva, Natasha; Fox, Janna – Written Communication, 2011
This article reports on an international study of the teaching of undergraduate mathematics in seven countries. Informed by rhetorical genre theory, activity theory, and the notion of Communities of Practice, this study explores a pedagogical genre at play in university mathematics lecture classrooms. The genre is mediational in that it is a tool…
Descriptors: Communities of Practice, Video Technology, Mathematics Education, Teaching Experience