This article adds to previous literature on writing “wayfinding” by examining how a writer’s religious beliefs and commitments shape their rhetorical choices and influence their writing wayfinding. The 5-year longitudinal study we report here used discourse-based interviews to understand the experiences of student writers who are members of the Church of Jesus Christ of Latter-day Saints. Examining texts our study participants wrote in and outside of college classrooms, our analysis highlights moments when they used emotion and affect as rhetorical strategies to accomplish instrumental and relational goals. We found that in these moments, participants’ commitments as Latter-day Saints and their related identities significantly affected their writing decisions and their sense of wayfinding, particularly as they navigated writing contexts outside of familiar academic settings. The article suggests that understanding the challenges and opportunities writers face in the intersections between their rhetorical choices and their commitments as members of an organized church can help writing teachers better support students' writing development.

U.S. print news coverage of Covid vaccine hesitancy represents a departure from previous depictions of vaccine skepticism as a problem of wrong belief. This article reports on a mixed methods study of 334 New York Times texts about Covid nonvaccination and vaccine hesitancy published between December 2020–December 2021. Texts were analyzed for common themes and compared with prior media depictions of vaccine skepticism. Findings show that texts published during phased Covid vaccine distribution framed nonvaccination as a response to structural inequities, while later texts returned to blaming individuals for their hesitancy. These findings attest to the durability of individualistic framings of health while also illustrating possibilities of alternative frames.

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.

Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.

The research article is a staple genre in the economy of scientific research, and although research articles have received considerable treatment in genre scholarship, little attention has been given to the important development of Registered Reports. Registered Reports are an emerging, hybrid genre that proceeds through a two-stage model of peer review. This article charts the emergence of Registered Reports and explores how this new form intervenes in the evolution of the research article genre by replacing the central topoi of novelty with methodological rigor. Specifically, I investigate this discursive and publishing phenomenon by describing current conversations about challenges in replicating research studies, the rhetorical exigence those conversations create, and how Registered Reports respond to this exigence. Then, to better understand this emerging form, I present an empirical study of the genre itself by closely examining four articles published under the Registered Report model from the journal Royal Society Open Science and then investigating the genre hybridity by examining 32 protocols (Stage 1 Registered Reports) and 77 completed (Stage 2 Registered Reports) from a range of journals in the life and psychological sciences. Findings from this study suggest Registered Reports mark a notable intervention in the research article genre for life and psychological sciences, centering the reporting of science in serious methodological debates.

This article reconsiders theoretical claims of identity fluidity, stability, and agency through a longitudinal case study investigating one adolescent’s writing over time and across spaces. Qualitative data spanning her four years of high school were collected and analyzed using a grounded theory approach with literacy-and-identity theory providing sensitizing concepts. Findings uncovered how she laminated identity positions of perfectionism, expertise, risk taking, and learning as she enacted her passionate writer identity in personal creative writing, English classrooms, an online fanfiction community, and theater contexts. Using “identity cube” as a theoretical construct, the authors examine enduring elements of a writer’s identity and the contextual positioning that occurs when youth write for different audiences and purposes. Findings suggest that adolescents approach writing with a durable core identity while flexibly laminating multiple sides of their identity cube, a reframing of identity that has implications for literacy-and-identity research.

It is in the interest of scholarly journals to publish important research and of researchers to publish in important journals. One key to making the case for the importance of research in a scholarly article is to incorporate value arguments. Yet there has been no rhetorical analysis of value arguments in the literature. In the context of rhetorical situation, stasis theory, and Swales’s linguistic analysis of moves in introductions, this article examines value arguments in introductions of science research articles. Employing a corpus of 60 articles from three science journals, the author analyzes value arguments based on Toulmin’s definition of argument and identifies three classes of value arguments and seven functions of these arguments in introductions. This analysis illuminates the rhetorical construction of value in science articles and provides a foundation for the empirical study of value in scholarship.

This article examines memory and distributed cognition involved in the writing practices of emergency medical services (EMS) professionals. Results from a 16-month study indicate that EMS professionals rely on distributed cognition and three kinds of memory: individual, collaborative, and professional. Distributed cognition and the three types of memory reduce cognitive workload during a 911 response, and they help evoke information as an EMS professional composes the legally binding patient care report. In addition to presenting results, the article details the author’s interaction with two institutional review boards, which influenced the study’s methods. The article argues that scholars should conduct more research on the collaborative and distributed nature of memory as it relates to workplace writing practices. Furthermore, the article calls for developing writing research methods that involve participant recollection.

Writing performance of a complex recommendation report produced by student teams for an actual client during a 15-week semester was compared in a writing-intensive Agronomy 356 course and in paired Agronomy 356/ English 309 courses. The longitudinal study investigated differences that existed between reports produced for each learning environment in terms of argument effectiveness, document usability, and professionalism. Three agronomy and three professional communication raters ranked the 12 lengthy reports in the sample. The study found that all top-rated reports were generated in the paired courses and all lowest-rated reports were generated in the stand-alone agronomy course. Four pedagogical factors appear influential in this result: working in dual problem-solving spaces, pushing the boundaries on problem solving, incorporating workplace realities, and using just-in-time teaching.

This empirical study surveyed academic staff at a Swedish university about their experiences and perceptions of the use of English in their academic fields. The objective was to examine how the influence of English in disciplinary domains might affect the viability of Swedish in the academic sphere and to investigate how it might disadvantage Swedish scholars. The data findings were analyzed quantitatively and are complemented with a qualitative content analysis, outlining perception and attitude patterns in the responses. Findings suggest power asymmetry between English and Swedish, as the data contain indications of perceived unequal opportunities between native and nonnative speakers in the international academic community. Swedish scholars highlighted the nuanced expressions of academic discourse found in social science writing as creating particular difficulty when writing in English.

In this article, the author argues that Method sections in social science research reports, particularly those that employ qualitative methods, often lack sufficient detail to make any results that follow from the analytic method trustworthy. The author provides a brief review of the evolution of the Method section from the 1960s to the present, makes a case for a more robust reporting of research method, and then outlines one way to achieve the end of providing a detailed, specific account of research methods that enable readers to understand unambiguously the means by which data are rendered into results. This consideration includes attention to the reporting of data collection, data reduction, data analysis, and the context of the investigation to make it clear why an illustrative presentation of data supports the claim that it offers.

Scholars around the world are under increasing pressure to publish their research in the medium of English. However, little empirical research has explored how the global premium of English influences the academic text production of scholars working outside of English-speaking countries. This article draws on a longitudinal text-oriented ethnographic study of psychology scholars in Hungary, Slovakia, Spain, and Portugal to follow the trajectories of texts from local research and writing contexts to English-medium publications. Our findings indicate that a significant number of mediators, “literacy brokers,” who are involved in the production of such texts, influence the texts in different and important ways. We illustrate in broad terms the nature and extent of literacy brokering in English-medium publications and characterize and exemplify brokers’ different orientations. We explore what kind of brokering is evident in the production of a specific group of English-medium publications—articles written and published in English-medium international journals—by focusing on three text histories. We conclude by discussing what a focus on brokering can tell us about practices surrounding academic knowledge production.

This article reports on an empirical study undertaken at the University of the North, South Africa, to test personal classroom observation and anecdotal evidence about the persistent gap between writing and spoken proficiencies among learners of English as a second language. A comparative and contrastive analysis of speech samples in the study showed a significant higher proportion of morpho-syntactic nonstandard forms in the learners’ written compositions and more nonstandard discourse forms in their oral presentations. As a result, it is argued that this gap may be minimized when learners’written interlanguage variety is used productively as a means toward normative writing proficiency. Recommendations for remedial instruction in second-language writing pedagogy, within the framework of Cummins’s conversational abilities and academic language proficiency, are offered for adaptation in comparable situations.

The article explores the purpose and methods of teaching the personal narrative in foreign language classrooms. Following a cross-cultural comparison of the history, purpose, and form of autobiography in first-language contexts in the United States and Japan; a review of the place of personal narrative in second- and foreign-language compo sition theory and practice; and the results from survey research involving 160 Japanese freshman students about high school writing instruction in English, a rationale and methodology for teaching personal narrative to Japanese college students of English is presented. The five-paragraph, thesis-driven personal essay presented in English as a second language/English as a foreign language textbooks is critiqued, with recommendations for a more organic form synthesizing story and essay, as in Barrington's concept of “scene, summary and musing.” The limitations of peer editing are discussed, and the bundan writing workshop is described as an effective alternative.

This article looks at how the discipline of rhetoric may be helpful when thinking about methods for social justice. Specifically, it explores how rhetoric and composition can help those interested in social justice to construct knowledge that is both multidisciplinary and intercultural, to view the constructive processes of research participants, and to develop reflective research methods. One such method may be the Community Problem-Solving Dialogue, a rhetorically strategic method for sharing and building knowledge between the community and university. Specifically, this article studies how students in graduate policy courses both successfully and unsuccessfully used the strategies in the Community Problem-Solving Dialogue in community-university collaborations.

In the first section, the author addresses the most theoretical criticism of private writing as a false or misleading concept—that writing is inherently or essentially social. The author distinguishes and explores the various forms or senses in which this claim is true; in doing so, the author explores the limitations of certain kinds of totalistic forms of argumentation. In the second section, the author also addresses criticisms that acknowledge the existence of private writing but asserts that it is misguided or harmful. In the final section, the author suggests possibilities for empirical research that might not only throw light on theoretical disputes about the nature of private writing but also provide some concrete help to teachers of writing.

The famous Awk is a well-known designation, but this label does not refer to a well-defined concept. The authors report here on an empirical study of the predominant types and patterns of awkward sentences in student writing. They suggest that four general types of syntactic problems—mismanagement of clause structure in errors of embedding, of syntax shift, of parallel structure, and of direct/indirect speech—are associated with four general patterns of semantic problems—mismanagement of idea structure in errors of subordinating ideas, of starting and finishing ideas, of adding ideas, and of incorporating ideas from sources. The authors argue that awkward sentences arise from a complex combination of semantics and syntax, as student writers struggle to manage the relationships among multiple ideas as well as the relationships among multiple clauses. These findings are used to suggest a number of possible pedagogical approaches to the problem of awkward sentences, including the use of read-aloud editing, the targeted teaching of grammar for syntactic editing, and the separation of ideas from sentence form for semantic editing.

Data analysis and representation are important political acts in the research process. The types of data we select for study, the analysis we draw, and our textual and graphic representations of data all contribute to the ways in which the people involved in our research are positioned as subjects and the degree of individual and collective agency that can be constructed through the research process itself. It is because of the potential effects of our research on others that we need to demystify the research we do through laying bare our epistemological positions and opening our methods and methodologies to public criticism. Further, in the case of empowering research, it is important to include the research participants in the development of our research projects. This necessitates explorations into postmodern conceptions of subjectivity, knowledge formation, collaboration, and resistance as they relate to empirical research as well as redefining notions of validity and reliability.

This longitudinal study examines the reading processes and practices of one college student, Eliza, through eight semesters of undergraduate postsecondary education. Specifically, the study traces the development of this student's beliefs about literate activity—focusing not only on changes in her reading and writing activities per se, but also on her views about those activities, her representations of the nature of texts, and her understanding of the relationship between knowledge and written discourse within her disciplinary field of biology. Multiple data sources—including extended interviews, reading/writing logs, observations and field notes, texts, and read-and-think-aloud protocols—were used to explore Eliza's rhetorical development over her 4 college years. Results of various analyses together suggest that Eliza's conceptions of the function of texts and the role of authors—both as authors and as scientists—grew in complexity. A number of possibly interrelated factors may account for Eliza's expanding notions of authors and of texts: increased subject matter knowledge, instructional support, “natural” development, and mentoring in an internship situation.

This article proposes a method for examining how disciplinary differences in knowledge making are created or reflected at the sentence level. The method focuses on the grammatical subjects of sentences as key indicators of disciplinary knowledge making. Grammatical subjects of all sentences in sample academic journal articles were classified by a system identifying (a) the kind of abstraction or particularism involved and (b) the ways in which the researcher may or may not have foregrounded research methods and warrants. Findings from the sample articles in subfields of psychology, history, and literature indicated that psychology articles were more likely to foreground research methods and warrants and least likely to be particularistic. History articles tended to be intermediate. Literature articles were most likely to be particularistic and least likely to focus on research methods and warrants.

This study explored the collaborative writing processes of a group of computer software company executives. In particular, the study focused on the year-long process that led to the writing of a vital company document. Research methods used included participant/observations, open-ended interviews, and Discourse-Based Interviews. A detailed analysis of the executive collaborative process posits a model that describes the reciprocal relationship between writing and the organizational context. The study shows the following: (1) how the organizational context influences (a) writers' conceptions of their rhetorical situations, and (b) their collaborative writing behavior; and (2) how the rhetorical activities influence the structure of the organization.