JournalTOCs

Written Communication
Journal Prestige (SJR): 1.255

Citation Impact (citeScore): 2
Number of Followers: 9

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0741-0883 - ISSN (Online) 1552-8472
Published by Sage Publications

[1176 journals]

Perspectives about Disciplinary Argumentation in the Era of Post-truth:
Introduction to the Special Issue
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  Authors: Ralph P. Ferretti, Susan De La Paz, Linda H. Mason
  Abstract: Written Communication, Ahead of Print.
  
  Citation: Written Communication
  PubDate: 2023-03-17T11:43:11Z
  DOI: 10.1177/07410883221150320
The Language Demands of Analytical Reading and Writing at School
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  Authors: Paola Uccelli
  Abstract: Written Communication, Ahead of Print.
  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 that are of high utility to understanding analytical texts across content areas. After a brief review of the relations between mid-adolescents’ language and their school reading and writing proficiencies, I offer illustrative examples of individual differences in middle-schoolers’ analytical writing and CALS. I argue, on the basis of recent but extensive empirical evidence, that without understanding and addressing the immense variability in the language resources that students bring to school and the language demands of reading- and writing-to-learn tasks and texts, schools run the risk of maintaining and even exacerbating the inequalities that exist in the larger society.
  Citation: Written Communication
  PubDate: 2023-03-17T11:38:11Z
  DOI: 10.1177/07410883221148727
Prompting Reflection: Using Corpus Linguistic Methods in the Local
Assessment of Reflective Writing
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  Authors: Cara Marta Messina, Cherice Escobar Jones, Mya Poe
  Abstract: Written Communication, Ahead of Print.
  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 linguistic features of high, middle, and low scoring reflections. The data sets were then connected to determine if there was a relationship between faculty prompts and scores. Additional analysis was completed to determine if there was a relationship between scores and students’ GPAs. The corpus linguistics analysis showed that higher-scoring reflections used words that referred to the self, the writing process, and specific rhetorical terms. Additional analysis showed student GPAs did not correlate with holistic scores but that higher scoring reflections were from faculty who included learning goals on reflective writing prompts. Results suggest that teachers can de-mystify reflective writing by linking learning outcomes to textual tasks and that corpus linguistics methods can provide an understanding of how local learning goals are transmitted to students.
  Citation: Written Communication
  PubDate: 2023-03-09T12:20:38Z
  DOI: 10.1177/07410883221149425
Editor’s Note
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  Authors: Chad Wickman
  Abstract: Written Communication, Ahead of Print.
  
  Citation: Written Communication
  PubDate: 2023-03-04T12:38:37Z
  DOI: 10.1177/07410883221150937
Addressing an Unfulfilled Expectation: Teaching Students With Disabilities
to Write Scientific Arguments
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  Authors: Susan De La Paz, Daniel M. Levin, Cameron Butler
  Abstract: Written Communication, Ahead of Print.
  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 need through the application of an instructional model that promises to improve the ability of SWDs to write scientific arguments. We approach this work in multiple ways. First, we clarify our target group, students with high incidence disabilities (learning disability, ADHD, and students with speech and language impairments), and discuss common cognitive challenges they experience. We then explore the role of argumentation in science, review research on both experts’ (scientists’) and novices’ (students’) argument writing and highlight successful cognitive strategies for teaching argument writing with neurotypical learners. We further discuss SWDs’ general writing challenges and how researchers have improved their abilities to comprehend and evaluate scientific information and improve their domain-general writing. Cognitive apprenticeships appear advantageous for teaching SWDs science content and how to write scientific arguments, as this form of instruction begins with problem solving tasks that connect literacy (e.g., reading, writing, argumentation discourse) with epistemic reasoning in a given domain. We illustrate the potential of such apprenticeships by analyzing the conceptual quality of arguments written by three SWDs who participated in a larger quantitative study in which they and others showed improvement in the structure of their arguments. We end with suggestions for further research to expand the use of cognitive apprenticeships.
  Citation: Written Communication
  PubDate: 2023-03-04T12:37:37Z
  DOI: 10.1177/07410883221149093
Examining the Impact of a Cognitive Strategies Approach on the Argument
Writing of Mainstreamed English Learners in Secondary School
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  Authors: Carol Booth Olson, Undraa Maamuujav, Jacob Steiss, Huy Chung
  Abstract: Written Communication, Ahead of Print.
  The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown to improve students’ argument writing. Then, we share results of a study that focuses on distinct subgroups of secondary English learners students to (a) determine their needs and challenges and (b) examine the impact of a cognitive strategies approach on rhetorical and linguistic aspects of writing at posttest. Results show English learners have considerable challenges with higher-order tasks involved in writing literary arguments and with the linguistic demands of academic writing before receiving the intervention. However, after receiving the intervention, using descriptive statistics and multiple hierarchical linear regression, we show that these students grew in the areas of presentation of ideas, organization, evidence use, and language use. For example, students designated as reclassified English learners (RFEP [Reclassified Fluent English Proficient]) and students who have even more limited English proficiency (designated as EL [English learner] here) show improvements in many aspects of writing, especially in their ability to write claims and use evidence. In contrast, improvements in language use components were more limited for both groups of learners. Moreover, some of the gains due to being in the treatment were significant enough to bring the average EL student close to parity or beyond their EO (English Only) / IFEP (Initial Fluent English Proficient) peers in the control condition at posttest. We conclude by discussing pedagogical implications for English learners.
  Citation: Written Communication
  PubDate: 2023-03-04T12:35:57Z
  DOI: 10.1177/07410883221148724
Beyond Structure: Using the Rational Force Model to Assess Argumentative
Writing
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  Authors: Ylva Backman, Alina Reznitskaya, Viktor Gardelli, Ian A. G. Wilkinson
  Abstract: Written Communication, Ahead of Print.
  Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research.
  Citation: Written Communication
  PubDate: 2023-03-04T12:33:48Z
  DOI: 10.1177/07410883221148664
Confronting the Challenges of Undergraduates’ Argumentation Writing in a
“Learning How to Learn” Course
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  Authors: Patricia A. Alexander, Jannah Fusenig, Eric C. Schoute, Anisha Singh, Yuting Sun, Julianne E. van Meerten
  Abstract: Written Communication, Ahead of Print.
  In this article, we share what we learned about undergraduates’ struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning How to Learn. This course was designed to address core psychological issues that impede optimal learning for students from all majors, many of whom are preparing to attend professional or graduate school. Although never intended to be a course devoted to academic writing, the struggles we uncovered made it apparent that without addressing these students’ writing difficulties, especially with argumentation, optimal learning was not achievable. For each form of writing central to the course (i.e., summaries, comparisons, and argumentation), we not only describe the challenges we have documented over the past six years, but also the instructional responses we instituted to counter those challenges. We conclude by sharing insights we have garnered from this experience that may serve others who are confronting similar issues in their students’ writing abilities.
  Citation: Written Communication
  PubDate: 2023-03-01T12:08:20Z
  DOI: 10.1177/07410883221148468
“The World Has to Stop Discriminating Against African American
Language” (AAL): Exploring the Language Ideologies of AAL-Speaking
Students in College Writing
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  Authors: Shenika Hankerson
  Abstract: Written Communication, Ahead of Print.
  Drawing on recent decades literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this article offers empirical evidence on the design and implementation of a college writing curriculum centered on CLA and its influence on African American Language (AAL)–speaking students’ language ideologies with respect to both speech and writing. Qualitative analyses of students’ pre- and-post-Questionnaires and the researcher’s field notes demonstrate that the curriculum helped students view AAL as an independent, natural, and legitimate language and view themselves as critically conscious thinkers and writers—more likely and willing to develop their academic writing skills and the strategies that support employing their native language in writing—for example, code-meshing strategies. This study offers important implications for college writing instruction.
  Citation: Written Communication
  PubDate: 2023-02-27T11:27:22Z
  DOI: 10.1177/07410883221146484
When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary
Argument in the Era of Post-truth
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  Authors: Ralph P. Ferretti
  Abstract: Written Communication, Ahead of Print.
  A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and instruction related to race, bias, privilege, and discrimination has been or is pending passage in U.S. state legislatures. These restrictions are antithetical to core functions of education, which are to inculcate the values, virtues, and advanced literacy skills that support democratic deliberation about controversial issues. This article discusses the increasing political polarization and partisan attacks on the processes of education and the threats to liberal democracy posed by this disregard for the truth. In addition, it reviews the cultural and psychological factors that increase our susceptibility to misinformation and presents a perspective about the pursuit of truth that highlights the educational affordances of disciplinary inquiry, democratic deliberation, and reasonable argumentation. The contemporary challenges are manifestations of long-standing political and cultural divisions, and their mitigation will depend on developing communities of informed citizens that are committed to the values and virtues that are foundational to liberal democracy.
  Citation: Written Communication
  PubDate: 2023-02-18T07:17:40Z
  DOI: 10.1177/07410883221148676
Source-Based L1 Student Writing Development: Analyzing the Relationships
Among Functional Dimensions of Source Use and the Quality of Source Use
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  Authors: Stephen M. Doolan
  Abstract: Written Communication, Ahead of Print.
  Source-based writing is a complex and frequently occurring task type in postsecondary education. While a large body of research now exists investigating source-based student writing, few studies have used corpus-based methods to investigate L1 student performance on source-based writing tasks and to connect this performance to the holistic quality of source use. The current study investigates the relationship among functional dimensions of source use, operationalized for each text (N = 150) as factor scores from a previously conducted multidimensional analysis, and the quality of source use through a simultaneous multiple regression. Then, using the two functional dimensions that emerged as significant predictors of the holistic quality of source use, a qualitative analysis was conducted to investigate how the most strongly loading variables on those two functional dimensions may be contributing to the effectiveness of source use. Implications are discussed as they relate to the development of source-based L1 student writing.
  Citation: Written Communication
  PubDate: 2023-02-15T09:26:51Z
  DOI: 10.1177/07410883221147523
Historical Argumentation: Watching Historians and Teaching Youth
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  Authors: Jeffery D. Nokes, Susan De La Paz
  Abstract: Written Communication, Ahead of Print.
  In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians’ processes in crafting an interpretive argument from inexact evidence might provide insights into processes vital for informed civic engagement and civil dialogue in democratic societies. We discuss the role of argumentation in history, taking both historian (expert) and student (novice) perspectives by considering what historical writing is and how it is produced, taught, and learned. Unlike other research on argumentative historical processes, we examine the role of dispositions that complement skills and enrich collaborations as historians grapple with historical problems together. We examine the role that dispositions and historical thinking skills play as students discuss evidence, plan for argumentative writing, and evaluate their peers’ ideas. We propose that the dispositions and skills involved in historians’ reading, writing, and thinking parallel the critical thinking needed for deliberative and collaborative reasoning about complex social issues. Finally, we explore how instruction and experience with deliberative collaboration within historical problem spaces may prepare students for meaningful civic engagement. We call for increased research on these potential connections.
  Citation: Written Communication
  PubDate: 2023-02-08T09:17:08Z
  DOI: 10.1177/07410883221148679
Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take
a Turn in Important Conversations
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  Authors: Jennifer VanDerHeide, George E. Newell, Allison Wynhoff Olsen
  Abstract: Written Communication, Ahead of Print.
  Although authors often create literary texts in order to comment on issues of personhood and human relationships, reading and writing about literary texts in schools is often focused on close analysis of literary elements or exploration of one’s own experience with the text. Thus, students’ written arguments about literature typically do little work in the world toward understanding the human condition. In response, we argue for a theoretical and instructional framework of reading and writing about literature called Dialogic Literary Argumentation. Dialogic literary argumentation asks students and teachers to engage in reading, dialogue, and argumentative writing about how they and others make meaning out of literary texts, what the meaning says about what it means to be human together, and how we might act in and on the worlds in which we live. In this article, we explicate the various elements of this theoretical framework that situates the student’s literary argument within their own cognitive processes, social interactions in classroom events, and broader sociocultural contexts. Students’ composed arguments draw on multiple texts (the literary text, others in and beyond the classroom, their own experiences, the literary discipline, and the world), which are mediated by various classroom dialogues, scaffolds, and supports.
  Citation: Written Communication
  PubDate: 2023-02-02T12:48:07Z
  DOI: 10.1177/07410883221148680
Editor’s Note
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  Abstract: Written Communication, Ahead of Print.
  
  Citation: Written Communication
  PubDate: 2023-01-30T10:17:47Z
  DOI: 10.1177/07410883221149649
Lecturer, Language Tutor, and Student Perspectives on the Ethics of the
Proofreading of Student Writing
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  Authors: Nigel Harwood
  Abstract: Written Communication, Ahead of Print.
  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 formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form' Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration.
  Citation: Written Communication
  PubDate: 2023-01-30T10:16:08Z
  DOI: 10.1177/07410883221146776
Tracing the Influences of Praxis on the Development of an Open Corequisite
Writing Textbook
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  Authors: Dawn Atkinson, Stacey Corbitt
  Abstract: Written Communication, Ahead of Print.
  Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open textbooks are learning resources that are free to use and oftentimes adapt by virtue of their copyright permissions. The authors used concurrent verbalization and interviews to document writing episodes while preparing their first book, an open textbook devised for corequisite technical writing courses. Corequisite designs pair content courses with explicit skill-building modules as a means to support underprepared learners in higher education in the United States. Qualitative content analysis of the data revealed how teaching and other praxis influenced the open textbook’s composition: in the authors’ applications of technical writing principles, pedagogical reasoning skills, and nonteaching work. The findings may encourage open textbook writers to exploit their established composing practices and knowledge bases to proceed with textbook production. In addition, the article highlights the usefulness of concurrent verbalization to textbook research and identifies the various materials development opportunities open textbook projects provide. It also contributes to the underresearched area of textbook production by exposing the complexities of open textbook development and how two novice authors negotiated them during writing episodes.
  Citation: Written Communication
  PubDate: 2023-01-27T04:52:17Z
  DOI: 10.1177/07410883221146550
Writing Toward a Decolonial Option: A Bilingual Student’s Multimodal
Composing as a Site of Translingual Activism and Justice
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  Authors: Eunjeong Lee
  Pages: 59 - 89
  Abstract: Written Communication, Volume 40, Issue 1, Page 59-89, January 2023.
  Drawing on discussions of (de)coloniality and translanguaging, this article reports findings from a classroom-based ethnographic study, focusing on how a self-identified Latina bilingual student resists colonial constructs of language and literacies in her multimodal project. Based on an analysis of the student’s multimodal composition, other classroom writings, and a semistructured interview, I examine how she creatively and critically draws on her entire language and literacy repertoire in her multimodal composing. More specifically, I demonstrate how she draws from and builds on her lived experiences of linguistic injustices and racialization and transforms such experiences into embodied knowledge making and sharing through her multimodal composing. I argue that students’ engagement with multimodality can and should be cultivated, sustained, and amplified as a site of translingual activism and justice with decolonial potential, and I suggest, further, that such a shift requires a change in approaching, reading, and valuing students’ multimodal meaning making.
  Citation: Written Communication
  PubDate: 2022-12-09T09:19:37Z
  DOI: 10.1177/07410883221134640
  Issue No: Vol. 40, No. 1 (2022)
Writing Process Feedback Based on Keystroke Logging and Comparison With
Exemplars: Effects on the Quality and Process of Synthesis Texts
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  Authors: Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Gert Rijlaarsdam
  Pages: 90 - 144
  Abstract: Written Communication, Volume 40, Issue 1, Page 90-144, January 2023.
  This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or higher-scoring students (feed-forward condition). The effect of the feedback on writing performance and process was compared to a national baseline study. Results showed that feed-forward process feedback had an effect on text quality comparable to one grade of regular schooling. The feedback had an effect on production, pausing, revision, and source use, which indicates that it supported participants in self-regulating their writing process. Additionally, we explored the students’ perception of the feedback to get an insight into its strengths and weaknesses. This study shows the potential of writing process feedback and discusses pedagogical implications and options for future research.
  Citation: Written Communication
  PubDate: 2022-12-09T09:19:35Z
  DOI: 10.1177/07410883221127998
  Issue No: Vol. 40, No. 1 (2022)
Humanistic Knowledge-Making and the Rhetoric of Literary Criticism:
Special Topoi Meet Rhetorical Action
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  Authors: Sarah Banting
  Pages: 175 - 209
  Abstract: Written Communication, Volume 40, Issue 1, Page 175-209, January 2023.
  This article examines the power of special topoi to characterize the discourse of literary criticism, and through emphasis on rhetorical action, it sheds light on the limitations of topos analysis for characterizing research articles in disciplinary discourse more generally. Using an analytical approach drawn both from studies of topoi in disciplinary discourse and rhetorical genre theory, I examine a representative corpus of 21st-century literary research articles. I find that while most of the special topoi recognized by Fahnestock and Secor and Wilder remain prevalent in recent criticism, contemporary literary critics tend to draw on only a select subset of those topoi when making claims about their rhetorical actions. The topoi they use most often—mistaken-critic and paradigm—help identify the ways knowledge-making work is undertaken in literary criticism, a discipline often considered epideictic rather than epistemic. But what the special topoi do not capture is precisely the distinctly motivated, actively epistemic character of this disciplinary rhetoric. Based on these findings, I suggest that special topoi must be seen as functioning in the context of the rhetorical action undertaken by literary research articles. These articles undertake not simply persuasion but the particularly humanistic act I refer to as contributing to scholarly understanding: a rhetorical action worth attending to for scholars of disciplinary discourse, because it is deliberately more concerned with practice than product.
  Citation: Written Communication
  PubDate: 2022-12-09T09:19:36Z
  DOI: 10.1177/07410883221133290
  Issue No: Vol. 40, No. 1 (2022)
Erratum to Wreading on Online Literature Platforms
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  Abstract: Written Communication, Ahead of Print.
  
  Citation: Written Communication
  PubDate: 2022-11-24T09:36:12Z
  DOI: 10.1177/07410883221135952
Modeling Mobile Writing: Applying Sociocognitive Models of Writing to
Mobile Contexts
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  Authors: Joel Schneier
  First page: 3
  Abstract: Written Communication, Ahead of Print.
  Current cognitive and sociocognitive models of writing conceptualize writing processes as complex interactions between multidimensional mechanisms that activate a writer’s social motivations, psychomotor processes, and cognitive resources in order to engage in writing. These models have been developed through years of empirical research employing a variety of data channels, such as keystroke logging; however, research about mobile writing processes have been understudied. This paper presents a study of mobile writing processes that used keystroke-logging methods in order to expand scholarship of writing processes into the realm of mobile writing. By examining how participants (N = 10) wrote on mobile devices at the keystroke level, as well as combining textual and keystroke analysis to examine context text-message (SMS) composition, this study argues for theoretically framing mobile writing as an embodied performance.
  Citation: Written Communication
  PubDate: 2022-11-28T12:09:42Z
  DOI: 10.1177/07410883221131543
Examining Longitudinal and Concurrent Links Between Writing Motivation and
Writing Quality in Middle School
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  Authors: Isabel Rasteiro, Teresa Limpo
  First page: 30
  Abstract: Written Communication, Ahead of Print.
  Research shows that writing motivation decreases throughout schooling and predicts writing performance. However, this evidence comes primarily from cross-sectional studies. Here, we adopted a longitudinal approach to (a) examine the development of attitudes toward writing, writing self-efficacy domains, and motives to write from Grade 6 to 7, and (b) test their longitudinal and concurrent contribution to the quality of opinion essay in Grade 7, after controlling for quality in Grade 6. For that, 112 Portuguese students completed motivation-related questionnaires and composed two opinion essays in Grade 6 and 1 year later, in Grade 7. Findings showed that, while attitudes and all motives to write declined, self-efficacy did not. Additionally, opinion essay quality in Grade 7 was associated with essay quality in Grade 6 as well as with self-efficacy for self-regulation and intrinsic motives in Grade 7. In other words, current motivational beliefs seem more important to students’ writing quality than their past beliefs. This conclusion means that, in order to fostering students’ writing performance, middle-grade teachers should nurture their positive beliefs about writing by placing a higher value on writing motivation in the classroom.
  Citation: Written Communication
  PubDate: 2022-11-15T07:09:13Z
  DOI: 10.1177/07410883221127701
Rethinking Translingualism in College Composition Classrooms: A Digital
Ethnographic Study of Multilingual Students’ Written Communication
Across Contexts
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  Authors: Qianqian Zhang-Wu
  First page: 145
  Abstract: Written Communication, Ahead of Print.
  It is important to understand multilingual students’ lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in college composition classrooms. Unpacking multilinguals’ written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic and interview methods to examine the first-semester communication experiences of 10 undergraduate students. The findings indicate that while participants engaged in translingual written communication as part of their lived experiences in social contexts, they were reluctant to draw upon their home language in academic settings. Based on the findings, I discuss the pedagogical implications of supporting multilingual students in college composition classrooms. I argue that instructors must reposition themselves as co-learners together with their multilingual students to enact a translingual stance in academic settings and reimagine meaningful written communication beyond English-only. This study sheds light on rethinking the pedagogical practices around implementing translingualism in college composition.
  Citation: Written Communication
  PubDate: 2022-10-19T09:29:43Z
  DOI: 10.1177/07410883221127208
Changes in Research Abstracts: Past Tense, Third Person, Passive, and
Negatives
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  Authors: Feng (Kevin) Jiang, Ken Hyland
  First page: 210
  Abstract: Written Communication, Ahead of Print.
  Research abstracts are an increasingly important aspect of research articles in all knowledge fields, summarizing the full article and encouraging readers to access it. Graetz suggests that four main features contribute to this purpose—the use of past tense, third person, passive, and the non-use of negatives, although this claim has never been confirmed. In this article, we set out to explore the extent to which these forms are used in the abstracts of four disciplines, the functions they perform and how their frequency has changed over the past 30 years. Drawing on a corpus of 6,000 abstracts taken from the top 10 journals in each of four disciplines at three distinct time periods, we found high but decreasing frequencies of past tense and passives, an increasing number of third person forms, and more than one negation every two texts. We also noted a remarkable decrease of past tense and passives in the hard sciences and an increase in applied linguistics, with sociologists making greater use of negation. These results suggest that abstracts have developed a distinctive argumentative style, rhetorically linked both to their communicative function and to the changing social contexts in which academic writing is produced and consumed.
  Citation: Written Communication
  PubDate: 2022-11-28T12:05:02Z
  DOI: 10.1177/07410883221128876
A Systematic Review on Inquiry-Based Writing Instruction in Tertiary
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  Authors: Vivien Lin, Neil E. Barrett, Gi-Zen Liu, Howard Hao-Jan Chen
  First page: 238
  Abstract: Written Communication, Ahead of Print.
  In science disciplines, students need sufficient and well-designed support to successfully gain writing competence along the different stages of their writing development. This study examines effective inquiry-based writing pedagogies and the contextualization of scientific writing instruction for supporting student writers in the scientific community. The researchers first systematically reviewed effective pedagogical practices that can help students gain writing competence through inquiry-based learning, then explicated how scientific writing is situated in inquiry-based writing instruction (IBWI) with respect to text structures using a genre-based approach. A systematic review of 40 empirical studies published between 2000 and 2021 was conducted. The researchers examined the pedagogies, methods, and models that effectively support IBWI and identified some emerging trends that aim to raise undergraduates’ scientific writing communicative competence. Implications for how scientific writing should be situated in IBWI were provided to help disciplinary faculty respond more precisely to science students’ writing needs in tertiary settings.
  Citation: Written Communication
  PubDate: 2022-11-30T10:50:04Z
  DOI: 10.1177/07410883221129605