This study explores literature reading and reception of narrative texts among Swedish middle school students. Through a written assignment and a think-aloud protocol, students' comprehension and interpretation of narrative texts are investigated. The study shows that Swedish middle school students tend to focus mainly on the plot. The main…

By asking questions, students can practice many cognitive processes, and these processes may reflect clues about their thinking skills. In order to understand students' cognitive levels in thinking, questions can be used as agents. Doing so, this study focuses on examining students' questions in terms of cognitive levels of Bloom's revised…

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…

Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a…

This research aimed at investigating the most dominant of transitivity process used in report text and how it relates with the nature of report text. It employed descriptive qualitative design and applied Systemic Functional Linguistics on Transitivity. The data were 29 clauses taken from report texts used in ninth grade's National Exam. The…

The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text,…

The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students' writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to…

The purpose of this study was to determine whether teaching students about the structure of a text would be associated with improved reading comprehension. Science texts were used with the intention of adding to what is known about content-area reading comprehension. To investigate the effects of teaching science text structure, a reading…

The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers' ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140…

Integration of technology which includes the use of a smartphone is currently one of the trends in ESL writing classes. Particularly in collaborative activities, it is assumed that the use of smartphones contributes to the attitude of the learners towards writing and their writing performance as well. Consequently, the present study investigated…

Taking Swedish secondary school students as a point of departure, this article focuses on aspects of teaching and learning critical literacy and specifically on what students identify as argumentative text structure. Challenges connected to teaching critical literacies can be considered quite big, since studies show that students have difficulties…

This paper explores the application of texture and textual attractors within a cognitive stylistic pedagogy for English teachers. Texture, defined as the feeling of building and experiencing a fictional world, is here taken up as a facilitative way of thinking about how reading, language, experience and cognition operate in the classroom. On the…

Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the…

Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of writing convincing and engaging historical fiction set in…

The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on…