Writing and Pedagogy https://journal.equinoxpub.com/WAP <p><em>Writing &amp; Pedagogy</em> provides an internationally-oriented forum for discussion and dissemination of knowledge focussed on the nature of writing and its development across the lifespan. It is innovative in being international in scope, spanning levels of education, and in advancing the theory and practice of writing pedagogy in varying language environments. <a href="https://journal.equinoxpub.com/WAP/about">Read more</a>.</p> Equinox Publishing Ltd. en-US Writing and Pedagogy 1756-5839 <p>© Equinox Publishing Ltd.</p> <p>For information regarding our Open Access policy, <a title="Open access policy." href="Full%20details of our conditions related to copyright can be found by clicking here.">click here</a>.</p> Helping EAL academics navigate asymmetrical power relations in co-authorship https://journal.equinoxpub.com/WAP/article/view/20495 <p>This paper presents, discusses, and evaluates research-based materials for English for Research Publication Purposes (ERPP) teaching, based on a study conducted with exiled academics supported by CARA (Council for At-Risk Academics) and their UK-based co-authors who provided textual interventions on their texts. Using data from interviews with exiled academics and their UK-based co-authors/mentors as well as their article drafts and textual interventions, we present teaching materials for ERPP workshops aimed at raising the participants’ awareness of issues that may arise in co-authorship involving asymmetrical power relations, such as those between exiled academics and their UK-based co-authors/mentors. The materials take the shape of data-based scenarios which ask workshop attendees to consider experiential co-authorship narratives involving (i) the issue of ‘parochialism’, i.e., failure to indicate the relevance of one’s research to a larger audience, (ii) issues with the type and amount of feedback regarding writer development and text production, (iii) blurred lines of co-authorship roles, and (iv) authority issues in interdisciplinary collaborative writing. Each scenario is followed by a research-informed discussion. We argue that scenario-based awareness-raising activities can sensitize all parties in asymmetrical co-authorship pairs/groups to common challenges that arise in such collaborations, help them navigate collaborative writing successfully, and encourage them to reflect on their own co-authorship practices. We conclude by discussing the merits of the scenario-based approach to developing materials for ERPP teaching.</p> Baraa Khuder Bojana Petrić Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 1–21 1–21 10.1558/wap.20495 Teaching and Learning Writing in ESL/EFL Rachael Ruegg https://journal.equinoxpub.com/WAP/article/view/21379 <p>Teaching and Learning Writing in ESL/EFL Rachael Ruegg. Foreign Language Teaching and Research Press, Beijing (2021). × + 177 Pp., ¥28.00, ISBN: 978-7-5213-2455-6 (pbk)</p> Qiudong Li Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 151–155 151–155 10.1558/wap.21379 Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum https://journal.equinoxpub.com/WAP/article/view/21124 <p>This article explores illuminative evaluation as a method to reflectively assess a pilot implementation of an intercultural-competence-focused first-year writing curriculum at a US large public university. The goal of this curriculum is to promote integration of diverse student populations on our university campus, while developing all students’ intercultural competence and writing skills. In this article, we present practitioner reflections on classroom experiences and collaborative design of our approach to data analysis. These reflections show how an illuminative, context-rich approach to an early phase of a writing pedagogy research project shapes a holistic <br />curricular evaluation. Illuminative evaluation drew our attention to the interaction between teaching and curriculum evaluation as well as to how this approach promotes an invitational and exploratory approach to teacher research.</p> Rebekah Sims Hadi Banat Phuong Tran Parva Panahi Bradley Dilger Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 103–127 103–127 10.1558/wap.21124 Writing practices of university students in an online academic English course in Uzbekistan https://journal.equinoxpub.com/WAP/article/view/20895 <p>This reflection focuses on teaching writing online for the first-year students in the Academic English course at the Westminster International University in Tashkent (WIUT), Uzbekistan. Academic English is a core course for all incoming first-year students and aims to develop students’ proficiency in listening, reading, and writing skills. A great emphasis is placed on the development of writing skills, and students are required to write at least four summaries, two essays, and one reflection during the twelve weeks of the first semester. A new challenging component in the autumn 2020 semester was teaching writing online, due to the lockdown caused by the COVID-19 pandemic. The classroom writing processes were examined through the lens of the Self- and Socially-Regulated Multilingual Writing model (Akhmedjanova, 2020), which revealed prevalence of socially-regulated rather than self-regulated writing practices. Also, teachers instructed students to use revision strategies more than planning and formulating writing strategies. A cursory examination of students’ reflections suggested that many students struggled with the environment and time management skills. Future revisions to the Academic English course should include explicit teaching of planning and formulating writing strategies along with planning and time management skills.</p> Diana Akhmedjanova Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 129–150 129–150 10.1558/wap.20895 Tutoring one’s way to L2 writing teacher cognition https://journal.equinoxpub.com/WAP/article/view/22028 <p>In view of the limited research attention so far given to the developing cognition of novice L2 writing teachers, this qualitative study examines the extent to which L2 writing teacher cognition can be enhanced by the experience of tutoring. By adopting the theory of experiential learning, the study considered the role that the experience of tutoring could play in the development of novice L2 writing teachers’ conceptualizations of learners’ needs and their view of themselves as developing L2 writing teachers. The results of this study point to the participants as having all made realizations that served as catalysts for continued growth after the original tutoring <br />experiences. These findings indicate that the practice of tutoring changed their perceptions of teaching L2 writing by seeing clearly the benefits of dialogic interaction with L2 writers and also learning the value of holistically viewing the writer.</p> Hae Sung Yang Diane Belcher Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 23–47 23–47 10.1558/wap.22028 Bachelor’s thesis writing as an emotional process https://journal.equinoxpub.com/WAP/article/view/21145 <p>This study explores the bachelor’s thesis writing process from the perspective of emotions by using a holistic, narrative approach to individual development. Emotions are analysed in interconnection with implicit conceptions about academic writing and about oneself as a writer. The process of academic writing is described as a movement where balancing positive and negative emotions is one part of academic multiliteracy. The data of the study include visual, textual, and interview data from different phases of the bachelor’s thesis process. In the analysis, four types of narratives of thesis writing are created: growth, survival, project, and conflict narratives. The study offers a holistic perspective to academic writing and provides writing instructors and students with ways to identify emotions and implicit beliefs related to writing processes.</p> Kati Rantala-Lehtola Maria Ruohotie-Lyhty Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 49 72 10.1558/wap.21145 Exemplar-based genre instruction https://journal.equinoxpub.com/WAP/article/view/20649 <p>Medical students who are learning English as a foreign language (EFL) need to master the ability to write professional reports. Several studies have focused on professional writing in the context of English as a second language (ESL) with advanced learners, but lower-intermediate EFL learners have yet to be examined. This study aimed to implement an exemplar-based genre instruction programme to examine its effectiveness in terms of improving Saudi EFL learners’ ability to write patient reports. The study consisted of two phases: analysis of the moves/steps of patient reports and exemplar-based genre instruction. First, the moves/steps in 30 authentic patient reports were analysed to build the framework which was then compared to another framework based on the work of Bench et al. (2014). Second, an exemplar-based genre instruction programme was implemented over six weeks with 36 EFL Saudi medical learners, and the outcomes were evaluated. The findings revealed that increased genre awareness improved the quality of learners’ writing, particularly their grammar and vocabulary. Teachers of English for specific purposes (ESP) may need to focus on increasing learners’ awareness of the medical-report genre’s lexico-grammatical features in addition to its moves.</p> Afnan Farooqui Suhad Sonbul Sahar Al Zahrani Zainab Gaffas Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-22 2022-09-22 14 1 73 102 10.1558/wap.20649