The aim of this study was to identify the types of reflective writing produced by a cohort of medical students undertaking a clinical psychiatry module as part of their undergraduate medical programme at a University in the Republic of Ireland. A random sample of 80 reflective essays were selected for review. These assignments were evaluated using…

This article presents the development of a specialized data set for analyzing Estonian metadiscourse markers in academic usage, extending Hyland's interpersonal metadiscourse model to a non-Indo-European language. Our goal is to show how metadiscourse, as a feature of a writing tradition, can reveal aspects of writing in languages other than…

Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students' attempts at writing critical reflections often lack discursive depth when connecting theory to practice.…

Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered 'readers' or 'writers' in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and…

Persuasive arguments attribute academics' persistent struggles in making time for writing to the increasing demands of a marketised sector on the academic role (Dickson-Swift et al. 2009; Macleod, Steckley, and Murray 2012). Whilst a significant body of literature promotes different writing interventions as potential solutions, the challenge of…

The growing requirement for students' robust critical thinking (CT) skills in their academic writing, particularly at the tertiary level, has augmented the attention to equipping students with CT ability. The study, therefore, sought to investigate instructors' beliefs and practices in promoting students' critical thinking (CT) in writing classes.…

Despite a surge of research interest in feedback engagement in higher education, postgraduate students' engagement with multiple sources of feedback in the context of academic writing is understudied. Informed by the notion of feedback literacy, we explore how Chinese postgraduate students perceive and engage with automated, peer and teacher…

Background: As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In…

It is important that teachers are conscious of and reflect upon their views of writing in order to support students to achieve writing outcomes. This study examined teacher views about which aspects of writing they considered most important in years one and two and explored how these views came to be formed. Four West Australian teachers…

While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their…

Feedback on writing, we argue, consists of a series of micro-events which encourage students to make sense of task requirements, negotiate assessment decisions, and reorganize their performance. While students' interpretations of 'effective feedback' have been widely discussed and problematized, less attention has been devoted to how they improve…

There is a growing interest in exploring the structure of student academic writing across different disciplinary backgrounds, including the Science, Technology, Engineering, and Mathematics (STEM) field. However, despite the availability of relevant literature on STEM student writing, research on the structure of STEM students' research…

In 2022, for the first time since 2015, as part of the Annual Literacy Survey, the National Literacy Trust ran a survey for teachers and other school staff, asking about their attitudes to literacy as a whole, as well as reading, writing and speaking and listening. They received responses from 1,535 teachers from across primary, secondary and…

Currently, self-report measures are the primary assessment tool for anxiety disorders. Since they have some limitations, alternative measurements, such as language-based measures, are worth investigating. This paper explores which language markers signal anxiety in fictitious stories written in response to four Thematic Apperception Test (TAT)…

Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by…