Internationally operating business professionals communicate using English as a business lingua franca (BELF), which differs from “standard” English usage, leading to calls for innovations in business English (BE) pedagogy. However, how BE instructors incorporate BELF research findings in the classroom remains unexplored. Therefore, in this mixed methods explanatory sequential study, we used a questionnaire and semistructured interviews to collect data from BE instructors who had been exposed to BELF research. The findings revealed that while the exposure to BELF raised their awareness and understanding, there remain contextual, theoretical, and mindset-based obstacles to implementing BELF principles in the classroom.

Review of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy by April Baker-Bell.

This piece explores a recent change in pedagogy for a professional communication program at a U.S. university. The Covid-19 pandemic prompted a reevaluation of the program’s service-learning curricula. Students’ pre-pandemic challenges are described and compared to their exacerbated struggles post-Covid, especially the impact of misinformation and artificial intelligence upon critical thinking skills. Service- learning clients’ struggles too are analyzed. Intersecting service-learning pedagogy with thought from public pedagogy scholarship can address these challenges by enhancing reciprocity in service-learning relationships. A nuanced understanding of reciprocity in service-learning roles can address power dynamics and break free from restrictive academic conventions, fostering a more equitable learning environment. The piece includes an example of how a revised service-learning curriculum in grant writing affected students’ critical thinking skills and enabled client partners to advocate for their organizations’ constituents.

Drawing from my experiences as a Haitian Church of God (HCG) member, this article explores multilingual linguistic acquisition practices that support literacy development among church members (of multiple generations) of the Haitian diaspora. I examine how languaging and translanguaging shape identity, expression, and resistance across generations in the HCG. By sharing five moments of multilingual linguistic acquisition, I show how academic pedagogical theories inherently unfold in HCG settings, revealing the church as a preexisting informal literacy space. This work recognizes HCGs as sites of linguistic resistance, where heritage languages are preserved, adapted, and passed down.

To advance our understanding of how community engagement is actualized in writing classes, I use qualitative content analysis to analyze how community partners and community partnerships are described on all 26 English syllabi posted on Campus Compact’s syllabus library. The findings reveal a wide range of terms that English instructors use to describe community work in their courses, a diverse array of the types of projects that are taught, and the types of community organizations that instructors partner with, as well as a noticeable disconnect between students’ community projects and the course’s learning objectives and assigned readings. This exploratory survey of syllabi in the field of community writing offers an opportunity for instructors to notice trends in their own syllabi, and this article offers recommendations for how instructors can redevelop their syllabi to center community perspectives and community work on this important contractual document.

In this reflective piece, poet and Writing Studies scholar Saurabh Anand honors the legacy of Peter Elbow's student-centered pedagogy. Through a villanelle poem, Anand explores Elbow's enduring impact on his development as a teacher and scholar. Written in the wake of Elbow's passing, this poetic tribute from an Anglophone writer and writing center personnel working in the US highlights the enduring impact of Elbow's work on inclusive, writer-centered classrooms globally. The piece invites writing educators to reflect on how Elbow's legacy shapes their teaching practices today.

This article introduces and explores a cultural rhetorics project created by Clara Lechowski, a then-senior English Education major, with guidance from Alexander Slotkin, an Assistant Professor of Rhetoric and Composition. Clara’s honors project—a zine-style cookbook—blends storytelling, family history, and culinary tradition, code-meshing Polish and English to reflect the author’s Polish American identity. We situate Clara’s work within the pedagogical framework of the course in which it originated and present her zine as a model for culturally responsive writing practices. Her zine not only showcases recipes from her community but also serves as a rhetorical space where cultural identity, memory, and writing intersect. By sharing this work, we invite educators and students to see writing as a means of honoring and engaging with their own home communities.

The reflective essay introduces the culminating project from a specific iteration of Perspectives on the Humanities, the second universally required composition course at NYU Shanghai. For this project, students investigate a self-selected term of sociocultural significance that defies smooth migration across linguistic boundaries, especially between English and Chinese. Students can convey their research and insights through one of three genres: a “traditional” argumentative essay, an extended note, or a historical narrative. Inspired in part by Raymond Williams, this assignment aims to enhance students' rhetorical, linguistic, and cultural awareness by navigating the complexities of language and genre in a globalized context.

Historically, in NYU’s Expository Writing Program, we tend to use a pre-selected array of texts as a basis for major essay assignments, to allow students a variety of choices of style and subject matter to engage while maintaining control over the selection. Here I show how using one rich text as the foundation in a major first-semester-writing assignment is useful and interesting for teaching reading and maintaining an overall sense of cohesion and centeredness to the course, and I also demonstrate my process of asking about and exploring this particular practice.  My own writing process for this piece – inductive and recursive – mirrors the process I have scaffolded for my students; my own essay – driven by idea more than thesis, structured in conversation with my idea – also mirrors the kinds of prose I encourage my students to craft.  It is my hope that the culmination of the following progressive sections shows possibilities for using one foundational, rich text to teach a classroom of students to write an essay that is truly driven by inquiry rather than thesis, one that highlights the process of discovering and creating ideas and thrives in doubt.

This progression of assignments from Advanced Writing and Research for Artists, a seminar for Tisch School of the Arts students, presents a model for professors seeking to incorporate multimodal composition into their pedagogy. Culminating in a video essay, students explore films, television series, documentaries, stand-up comedy, interviews, TED Talks, and blog posts representing a multiplicity of perspectives related to a chosen controversy. After sharing their initial impressions in a vlog pitch, students dive into the research process with a comprehensive annotated bibliography of the most thought-provoking and challenging videos and articles they encounter online. Throughout the process, they keep a viewing journal, a bullet-point catalogue of gut reactions and thoughts that emerge while watching the narrative art that will ultimately form the basis of their arguments. The final video essay allows students to highlight the individual nature of spectatorship and to commit to the ongoing and evolving process of situated thinking. This article examines how the playful integration of audio and visual components in a video essay can foster authentic student thinking, present a holistic sense of the student, increase attention to academic integrity, and dissuade the use of AI-writing tools.

This study presents a dual bibliometric analysis of business communication research. Study 1 analyzes 135 publications from the Web of Science (1993-2024) to map global trends in communication and pedagogy within business education. Study 2 focuses on 328 articles from Business and Professional Communication Quarterly , offering journal-specific insights. Key themes include soft skills, AI literacy, digital communication, and experiential learning. The study highlights how global trends are reflected and extended within a leading journal. Findings offer valuable implications for educators, researchers, and curriculum developers seeking to align communication instruction with evolving academic and professional demands.

In this study, we identify the pedagogical practices the science teachers use for successfully conducting their argumentation-based science lessons and examine the process of managing informal formative assessments. For this qualitative study, we collected data via video and audio devices from classroom implementations after conducting two professional development courses on assessment practices in inquiry settings and argumentation in science classrooms. We analysed the data from the conversation analysis (CA) perspective to conduct a data-driven study. Our results show that there are multiple pedagogical practices that teachers use to achieve lesson purposes and shape lessons. These are primarily the revealing of different claims and warrants or counterarguments about the same phenomenon or situation, prompting the class to discuss different arguments, including more than one student in interaction. Regarding the nature of answers produced by students, the teachers also make implicit or explicit positive and negative assessments, avoid explicit assessments, and give content feedback as pedagogical practices and use them for managing the informal formative assessment process. The results show that the teachers perform some pedagogical practices via the information gained by the informal formative assessment process. These pedagogical practices provide them with new road maps to achieve the lesson goal by increasing classroom interactions.

In this collection, we present the perspectives of seven different writing instructors from backgrounds ranging from comparative literature, creative writing, English, history, and writing studies. We all work in the UC Santa Barbara Writing Program, which has multiple upper-division courses and a Professional Writing Minor track in Science Communication. Here we share our different pedagogical reflections, as well as specific assignments, to illustrate a range of interdisciplinary lenses that can be brought to the classroom.

Purpose: This study offers an in-depth review of the body of research articles on the topic of boundary spanning and the dynamic nature of different actors to provide a more comprehensive knowledge on different boundary spanning activities and their effects on performance, flexibility, and resilience in educational institutions. Design/methodology/approach: To address the limited research on boundary-spanning functions in education, this study employed a two-round systematic literature review (SLR). The first round, which included an analysis of 338 research studies, sought to identify boundary-spanning functions and their activities. Using data from 39 studies, the second round sought to examine the boundary-spanning function and the critical role that information transfer plays in enabling boundary spanning in education. Findings: This review of literature led researchers to draw the main variables/strategies that facilitate boundary spanning in education (leadership and instructional strategies; collaboration and networking; training and development; teamwork; and revised pedagogical approaches). Also, the review highlighted the importance of knowledge transfer in facilitating boundary-spanning functions. Originality/value: Researchers, practitioners, and decision makers looking to improve boundary-spanning activities by utilizing networks and knowledge transfer might use this systematic review as a source. It also provides various strategies of how boundary spanners and leaders can support and facilitate the function of boundary spanning in educational institutions.

Recent years have seen renewed attention to the dynamic aspects of second language writing, such as writing processes. Situated in this vein of research, this study uses screen capture, interviews, observations, and analysis of student texts to closely examine the digitally-mediated writing micro-processes of 38 first-year multilingual writers enrolled in composition courses at two U.S. universities. By studying a relatively large data pool, the study complements case studies of multilingual writers’ digitally mediated composing processes to provide a broad picture of multilingual writers’ digitally mediated micro-processes. Drawing on the framework of the extended mind, we show that the participants’ micro-processes incorporated digital tools through three clusters of practices: (1) L1 use through translation, (2) use of text-generators, and (3) self/writing regulation. While the three practices were shown to be widely used by the participants, their use varied depending on the participants’ goals. The study demonstrates the theoretical significance and pedagogical implications of closely examining writing micro-processes as they intersect with the use of digital tools.

ChatGPT has created considerable anxiety among teachers concerned that students might turn to large language models (LLMs) to write their assignments. Many of these models are able to create grammatically accurate and coherent texts, thus potentially enabling cheating and undermining literacy and critical thinking skills. This study seeks to explore the extent LLMs can mimic human-produced texts by comparing essays by ChatGPT and student writers. By analyzing 145 essays from each group, we focus on the way writers relate to their readers with respect to the positions they advance in their texts by examining the frequency and types of engagement markers. The findings reveal that student essays are significantly richer in the quantity and variety of engagement features, producing a more interactive and persuasive discourse. The ChatGPT-generated essays exhibited fewer engagement markers, particularly questions and personal asides, indicating its limitations in building interactional arguments. We attribute the patterns in ChatGPT’s output to the language data used to train the model and its underlying statistical algorithms. The study suggests a number of pedagogical implications for incorporating ChatGPT in writing instruction.

This design-based study occurred within a writing methods course in an urban teacher education program. We designed an intervention to develop student teachers’ meta-composing strategies, critical thinking, and justice-oriented reflexivity by revising a teacher-as-writer course assignment to achieve two pedagogical goals: (1) synthesizing antiracist and pedagogical content from curated source texts, and (2) explicating racial literacy as future writing teachers of K-6 students. Using discourse synthesis as both an instructional and research method, we analyzed the synthesis outputs of student teachers during a writing assignment designed to communicate their learnings to an intended audience. Outputs included graphic organizers, planning documents, and a range of final products. We employed discourse synthesis to analyze source and synthesis texts through propositionalization, template formation, and thematic categorization, identifying idea unit origins, progression, or omission. Additionally, content and thematic analyses evaluated instructional strategies and materials to assess whether pedagogical objectives were met. Results indicated discourse synthesis instruction facilitated student engagement with antiracism content, such as historical events, systemic trends, and awareness of racist practices in schools. Findings also highlighted areas for improvement, including modifying source texts, revising the teacher-as-writer assignment, and reevaluating assessment practices in antiracist writing pedagogy.

Writing and digital technologies have always been enmeshed with one another. Currently, the use of virtual reality (VR) systems and applications continues to grow across both professional and popular venues, leading to a number of questions researchers have yet to ask about how we might use these technologies for writing and writing classrooms. Based on a process-focused research approach encompassing headset recordings that captured over a year of various writing tasks in VR, this study reveals some of the ways virtual reality may be used specifically by researchers in writing and communication studies, especially in terms of invention and collaborative practices. Theories of virtual reality animate findings in three areas—invention, collaboration, and friction—and the findings raise questions about researching VR in writing-based classrooms.

Digital technologies have dramatically changed the way scientists produce, circulate, and disseminate scientific knowledge. Here we investigate women scientists’ writing activity and digitally mediated discursive practices in their professions. Using survey techniques, we identify patterns of professional and public science communication online across the disciplines. We also explore the potentially interrelated genres—“genre systems”—that routinely enact typified rhetorical actions in their professional contexts. The findings show that their socioliterate activity fully reflects the importance that their professional contexts attach to certain “privileged” genres of professional communication (e.g., journal articles), despite the fact that the respondents value highly genres of socially responsible research (e.g., blogs, infographics). Statistical analyses further confirm that “disciplinary culture” is a determining factor in the extent to which respondents engage with collaborative genres and participatory science genres. We report significant differences in the use of digital mediation tools to communicate science online to both expert and lay audiences. Finally, we discuss several implications for writing pedagogy and the development of digital skills to support scientists, especially women, who want or need to promote and disseminate their research widely.

The study examines the communication difficulties faced by employees in work-from-home (WFH) environments and the impact these obstacles have on business communication education. The research employs focus groups and interviews to identify three main obstacles: ambiguous job responsibilities, decreased trust, and a lack of social cohesion resulting from decreased in-person encounters. The study highlights important pedagogical factors, such as promoting virtual professional and social connections, managing the balance between excessive and unclear communication, and providing training in virtual collaboration tools. The suggestion is to include WFH-specific communication skills in curriculum, recognizing the growing probability of future distant job assignments for students. The study highlights the significance of providing employees with the essential communication skills to achieve good performance when working from home, as firms adopt remote work.

This developmental article presents a case for narrative inquiry, and fiction in particular, to be considered as an important pedagogic mode that informs business communication pedagogy. The article uses two illustrative exemplars from Herman Melville and Chinua Achebe. Informed by the frame of critical pedagogy, signature pedagogy, and narrative medicine, this developmental article argues that fiction expands the narrative imagination of learners of business communication, enabling sensitive and compassionate managers for the future. The article seeks to demonstrate the strength of narrative, especially fiction, for students of management as essentially shaping future managers into holistically developed, ethically conscious, empathic managers with competency for emotional self-regulation. As a move toward sustaining business communication on the fulcrum of a humanities philosophy, this article will demonstrate the advantages of the terrain of narrative inquiry in business classrooms as enabling life skills like compassion, empathy, and altruism, all central tenets of being human. With an increased significance attributed to skills like empathy, resilience, and flexibility as future competencies to be built, we argue that a conscious interjection of narrative ethics in an emphatic manner into business communication curriculum can expand learners’ narrative imagination competency. To this effect, the paper also proposes an instructional framework that serves to advance DELTAs (Distinct Elements of Talent) through the use of fiction that covers significant units of a Business Communication course.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Constructivism is a prevalent theory in technical and professional communication (TPC) pedagogy that extends to various aspects of learning, including textbook design. This study considers the way that learners interact with textbooks and how incorporating constructivist design elements is important for both instructors and students. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Previous research has highlighted the importance of textbook design in facilitating learning and the ways that textbooks reflect ideology. However, there is limited literature on the role of constructivist principles in textbook design and their impact on learners and faculty. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. What design elements in textbooks align with a constructivist pedagogy? 2. To what extent do textbooks in TPC follow a constructivist design? 3. Do students and faculty prefer constructivist designs? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> The study employed a heuristic review using a novel heuristic, the Constructivist Textbook Rubric, to evaluate a sample of eight technical communication textbooks. Following this, comparative usability testing was conducted with both professors and students to assess preferences and learning outcomes. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> The study resulted in the development of a comprehensive tool for evaluating textbooks based on alignment with constructivist design principles and learning theory. Both the heuristic review and user testing demonstrated advantages associated with textbooks that incorporated constructivist elements in their design. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> The findings suggest that textbooks designed with constructivist principles can improve learning outcomes for both learners and faculty. By using the Constructivist Textbook Rubric, college instructors can make informed decisions when selecting textbooks, ultimately benefiting learners through enhanced information synthesis and retention.

This article presents a curated collection of eight teaching innovations presented at the Association for Business Communication 89th conference Tulsa, Oklahoma, as well as online, in October 2024. These MFA presenters demonstrated teaching ideas specifically on improving students’ writing skills, and this My Favorite Assignment 32nd edition introduces readers to these classroom approaches in teaching business writing. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

How can posthumanism help us reframe AI-mediated literacy practices? And what implications does such reframing have for cultivating AI literacy in language and literacy education? This article explores these two imperative questions through a case study analyzing two multilingual undergraduate students’ meaning-making and meaning-negotiation intra-actions with AI technologies in a writing classroom. The case study reveals a productive tension between these students’ experiments with posthumanist literacy and their entrenched humanistic assumptions. Ultimately, through the case study, the authors hope to demonstrate that reframing and re-engaging with AI literacy through a posthumanist lens may offer students and educators a relational approach to developing and cultivating AI literacy.

Extracting a writer’s profile from a broader literacy study aimed at documenting extracurricular literacy practices among the Latinx population in Northwest Arkansas, this article presents a case study of a Peruvian woman’s lifelong use of literacy to enhance her personal agency in the face of personal, social, and civic demands. The article presents the writer’s profile as an indicator of the various literacy demands faced by the Latinx community and suggests that a critical consideration of such demands may lead to improved understanding and theorizing of writing through a lifespan writing research lens. Such a reorientation to writing may have a beneficial impact on first-year college composition courses by cultivating pedagogical practices oriented toward socioculturally diverse student populations and nontraditional students in college-level writing courses.

This study explores student engagements with hybrid writing courses, revealing their experiences and perceptions of a modality that blends in-person and online instruction. Hybrid learning as a format is often overshadowed by its association with fully online instruction. After a number of writing courses on our campus were redesigned for hybrid delivery, we conducted interviews and focus groups with students taking those courses. What we found, among other things, was that students largely saw hybrid writing courses as striking a balance between the flexibility of online learning with opportunities for human contact and the social presence afforded by in-person class meetings. Even more intriguing, though, was how students talked about the purposes of—and relationships between—the online and in-person components of their hybrid courses. In other words, it was not just the case that students appreciated hybrid learning, but also that clear patterns emerged in the meanings and values they ascribed to the constituent elements of these courses and the perceived cohesiveness of instruction across the modes. This study ends with implications for the design and implementation of hybrid writing courses, and it emphasizes the need for further scholarship that recognizes the unique affordances and challenges of this instructional modality.

tudent-centered learning, gamification, and critical pedagogy represent some of the most prominent and increasingly influential paradigms in contemporary educational scholarship.Central to these frameworks is an expanded understanding of literacy, one which acknowledges and embraces literacy as broad, inclusive, and context dependent.The concept of "multiliteracies, " introduced by the New London Group (NLG) in 1996, sought to redefine literacy beyond "formalized, monolingual, [and] monocultural" understandings (61).This framework was developed in response to the growing diversity of communication channels and remains relevant in today's global political climate, especially given the spread of misinformation (Abrantes da Silva; Kalantzis and Cope; New London Group; Zapata, Kalantzis, and Cope).However, the rapid development of multimodality and the ubiquity of the internet, which the NLG could not have fully anticipated, necessitate a reevaluation of their framework in light of these developments (Anstey and Bull 15).This review examines how multiliteracies, as a theoretical framework and pedagogical approach, has evolved over the past three decades.Through an evaluation of three recent publications, it explores how the concept has been adapted, reshaped, and expanded to address the needs and perspectives of diverse groups.First, I briefly discuss critiques of the original NLG conception of multiliteracy from the perspectives of critical literacy and critical pedagogy, as these are often paired with the concept of multiliteracies.At first glance, multiliteracies, critical literacy, and critical pedagogy appear compatible, as all emphasize the importance of fostering a critical understanding of the world.The NLG's call for "efficacious pedagogy" explicitly includes the development of students' critical abilities to "critique a

Argumentation, one of the foundational pillars of writing instruction in K–12 schools, is consistently framed in literacy policy, curriculum, and assessment as a crucial skill youth need to participate in democratic deliberation. Yet the normative emphases in argument discourse on individual subjectivity, binary analysis, and competitive social scarcity stifle the development of the solidarity and relationality needed to counter rancorous political discord and to build equitable civic futures. In this conceptual essay, the authors offer a reimagined paradigm and practice of argument that fosters empathetic thinking and mutuality, moving away from the conceptualization of argument as solitary edifice and toward a vision of argument as collective architecture. Drawing upon lessons from global communicative traditions and recent turns in literacy scholarship toward participatory design, multimodality, and critical speculation, the authors provide five guiding principles for the Argument Writing as Architecture (AWA) framework, share vignettes from classroom and community learning spaces to illustrate its utility, and propose strategies for its implementation in K–12 classrooms.

The purpose of this qualitative project is to examine the use of a noticing assignment in one fourth-grade dual language arts classroom. We, the authors, consider the texts most interesting to students and how these texts relate to humanizing and responsive writing pedagogies. Learning to write in K–12 schooling contexts is often dictated by state-sanctioned standardized assessments, creating a space in which writing is equated with the rules of grammar rather than with deeper meaning making, inquiry, or joy. For youth from historically marginalized communities, this lack of joyfulness in writing instruction is particularly evident. In this study, we consider the following research questions: (1) How do students in a fourth-grade language arts course interact with texts that are interesting to them? (2) How might the act of noticing support students’ understandings of their own literacies as valued, worthy, and connected to the spaces and places in which they live and learn? and (3) How do students voice their perceptions and experiences of writing and writing instruction through the noticing project? Data include 16 fourth-grade students’ noticing journals, pre-project surveys of youth feelings toward writing, focal group interviews, and researcher field notes. Findings demonstrated that youth held varied perspectives toward writing, that they engaged in multiple LA skills to notice and respond to their and others’ noticings, and that they engaged in discussions of social (in)justice through their noticings. This study has implications for educators and researchers working toward more humanizing writing pedagogies connected to youths’ lived experiences, interests, desires, and curiosities.

Yuni Kim Ostman, Heather, Howard Tinberg, and Danizete Martínez, eds. Teaching Writing Through the Immigrant Story. Utah State University Press/University Press of Colorado, 2021. Building on a growing body of scholarship that advocates for student-centered approaches in composition pedagogy, Heather Ostman, Howard Tinberg, and Danizete Martínez advance a narrative-based framework in Teaching Writing Through the […]

This study evaluates the effectiveness of corpus-based interventions for enhancing writing skills in English L2 and French L2 among Romanian-speaking students. Following established intervention models, the study involved five stages: initial essay writing, corpus tool training, introduction to target language corpora, essay revision using corpora, and a satisfaction survey. Analysis of linguistic data (e.g., frequency lists, n-grams, and error correction rates) and survey responses from 40 participants reveals improvements in writing accuracy and diversity. Specifically, English L2 students demonstrated enhanced lexical accuracy and varied phraseology, while French L2 students improved syntactic precision and contextual use of academic terms. Both groups showed increased grammatical accuracy, especially in prepositions and articles, through corpus consultation. The findings underscore the pedagogical potential of corpora in writing instruction and the necessity of expanding corpus resources for under-resourced languages like French.

The proliferation of AI tools for text editing and generation has raised challenging but also interesting questions for writing classes. In this paper, we report on our experiences with an exercise exploring the use of AI in an academic writing class. We first outline our conceptualization of the writing process, breaking down the skills that students need to master the complex task of writing, visualized as a ‘writing pie’. This breakdown allows us to critically assess the capabilities of AI tools against our understanding of writing as a human process. We then share our experiences with an exercise with ChatGPT in an academic writing class, where students evaluate a text with respect to its academic style and suggest improvements. Students then compare their own suggestions to those made by ChatGPT and critically evaluate the output. We include both instructors’ and students’ evaluations to reflect on whether the inclusion of such exercises can aid in achieving the course’s learning outcomes. We share three key takeaways: (1) there is value to having students work with AI; (2) critical evaluation of AI output is key; (3) activities with AI should be evaluated against learning goals.

This symposium is an extension of a plenary forum on generative AI (hereafter GenAI) held at the EATAW Conference at Zurich University of Applied Sciences in Winterthur, Switzerland, in June 2023. Since the conference, AI – particularly the large language models (LLMs) shaping GenAI such as OpenAI’s ChatGPT – continue to develop rapidly with extensive integration and usage across disciplines and career sectors with educational and societal impacts. Given these developments, we recognize the central role that writing instruction has in fostering critical literacies and engaged usage and, at times, non-usage of GenAI. Just as we have adapted our teaching and learning to other technological developments, so too are we now at a time of transition and adaptation. Our initial discussion at EATAW was wide-ranging, intentionally so because (1) there is so much to explore in relation to GenAI, and (2) the EATAW membership is diverse, coming from a range of academic backgrounds. Thus in our original plenary and here in this symposium we have raised issues ranging from specific pedagogical approaches to questions of program and institutional administration, to broader public issues and conversations about the relationship of humans to machines. Here in this written symposium we each raise a different issue related to GenAI and writing with the aim to foster dialogue and discussion about GenAI in writing-related contexts.

Jeaneen S. Canfield Abstract There are multi-faceted, invisible layers within a writer that impact the writer’s processes. Since these layers are not necessarily brought to conscious awareness or made visible, however, the writing process contains unintentional influencers. I forward these notions to argue for intentional pedagogical practices that not only consider ideas of space, place, […]

Effective written feedback is crucial to student learning and fostering writing skills. Responding to student writing is a multi-faceted and complex process which requires a more nuanced understanding in second language writing research. This study explored teachers’ beliefs and practices about written feedback may be influenced by a range of factors. Data were collected from four middle-school English teachers in China via stimulated recall tasks and semi-structured interviews reflecting retrospectivly on how and why teachers gave feedback to student writing. Findings revealed intersections between feedback strategy and learner proficiency level; feedback scope and time constraints and teacher workload; and feedback focus and contextual factors. The implications of these findings in relation to teacher professional development, contextualised teacher education, and the changing landscape of written feedback practices in the age of AI are discussed.

L2 writing, known as a cognitively demanding process, has also been perceived to encompass emotional aspects for L2 writers, as they tend to exhibit various feelings towards teacher feedback on their writing performance. The current study therefore explored EFL Vietnamese students’ emotions toward teacher-written feedback and how their emotions were perceived to impact their engagement and writing performance during the writing process. Data was obtained through semi-structured interviews with the involvement of college Vietnamese students after their essays and teacher feedback were collected. The results showed variations in students’ emotions were found at different rounds of teacher-written feedback, which were perceived by the students to influence their cognitive resources, motivation, and self-regulation of learning. Pedagogical implications are discussed with an emphasis on how to provide or modify teacher written feedback at different stages of the writing process to sustain and promote student engagement with teacher feedback and their writing practice.

This teaching tip outlines a structured approach to incorporating a “Professional Blog Writing” assignment in a Business and Professional Writing course. Designed to develop students’ understanding of document design and professional communication, the assignment encourages students to apply designing and writing principles to create audience-focused, purpose-driven content in a professional blogging context. Through a combination of collaborative learning, independent writing, and iterative revision, this assignment promotes critical thinking, creativity, and practical skills essential for professional success.

As digital technologies rapidly evolve, updating and enhancing models of digital literacy pedagogy in technical and professional communication (TPC) becomes more urgent. In this article, we use "digital life" to conceptualize the ever-changing ways of knowing and being in postinternet society. Using collaborative autoethnography, we investigate features of threshold concepts in TPC pedagogy that may support models of digital literacy that are resistant to tools-based definitions, foster student agency, and facilitate accessibility, equity, and justice.

In 1974, the Conference on College Composition and Communication (CCCC) drafted a statement recognizing students’ right to their own language. However, many writing classes, including those in college, continue to teach Standard English as the only acceptable language in the classroom. In this article, I argue that a critical place-based college composition course can demonstrate to students that nonstandard dialects can coexist in the writing classroom. Drawing on my experiences teaching critical place-based composition courses, I describe the writing assignments that encourage students to reflect on how their “hometowns” have influenced their current identities as well as to critique the commonly held assumptions that marginalized communities, such as Appalachia, matter less than places with more cultural capital. I also demonstrate how the assignments in this class can encourage students to critique the assumption that Standard English is the only acceptable language in the writing classroom. A critical place-based composition course has the potential to increase students’ sense of belonging in college, inspire students to be more culturally aware of the places they find themselves in, and aid in designing a composition curriculum that is more in line with the CCCC's statement recognizing students’ right to their own language.

Multilingual writing is a challenging process that requires adjusting to academic and cultural demands. Studies of multilingual writers acknowledge the need for learners to self-regulate their cognition, affect, and actions as they write. Scholarship in educational psychology emphasizes socially regulated learning, suggesting that the regulation of learning is facilitated or hindered not only by the self but also by others. There is, therefore, a need to examine how developments in educational psychology and multilingual writing inform efforts to promote language learners’ writing skills. This article introduces a theoretical model of self- and socially regulated multilingual writing that can guide empirical research. The narrative literature review method was used to inform the design of the model. The review revealed that self- regulated writing by multilingual writers involves activating background knowledge and motivational beliefs, which then lead to decisions about strategies to employ to accomplish a writing task. The review also identified effective processes of socially regulated writing, including cognitive strategy instruction and formative assessment practices, particularly feedback. Finally, the review surfaced gaps in the literature that could be addressed, including how multilingual writers interpret writing tasks, manage their time and environment, deal with distractions, respond to feedback, seek help, and reflect on their successes and failures.

Important challenges faced by inexperienced academic writers include how to present an appropriate stance when commenting on their own research or on work by others, and how to successfully acknowledge and engage with readers’ needs, queries, and perspectives. This study investigated how well 22 new graduate writers from L1 and L2 backgrounds were able to convey stance and engagement in literature review assignments prepared for a graduate writing course. They claimed little or no prior knowledge in this skill area before taking part in 12–14 hours of instruction and practice where stance and engagement strategies were a core component before submitting reviews of approximately 1000 words. Analysis of post-instruction texts and students’ reflective comments revealed that students’ declarative knowledge had progressed, and that most were able to display an adequate or satisfactory level of proficiency in their writing. Based on these findings, I hypothesize a trajectory of stages of writers’ skill learning of stance and engagement strategies that acknowledges its complexities and the need for extensive practice to develop procedural skill. This proposed pathway makes explicit the fact that learning by novices is likely to progress incrementally, together with advances in their knowledge and self-confidence as academic writers and members of their disciplinary communities.

Faculty actions in the classroom are known to impact student writing self-efficacy and academic achievement. The purpose of this paper was to validate Locke and Johnston’s Individual and Collective Self-Efficacy for Teaching Writing Scales, a tool originally validated in high school teachers, in a new population of post-secondary faculty. Exploratory and confirmatory factor analysis methods were used in two studies with independent samples of multidisciplinary faculty (N = 281) for the exploratory factor analysis (Study 1) and nursing discipline specific faculty (N = 187) for the confirmatory factor analysis (Study 2). Three factors were identified in the questionnaire which maintained the essence of the theoretical structure proposed by Locke and Johnston. Factor 1 was named Context and Process Competencies, Factor 2 Textural Competencies, and Factor 3 Motivational Competencies. This factor structure was confirmed with acceptable goodness of fit in the confirmatory factor analysis Study 2. Learning to be a teacher of writing is a developmental process and this measurement tool has important validation information that speaks to its usefulness in understanding that process. • Instructional practices are known to impact student achievement levels. • Faculty individual self-efficacy for teaching writing is three factors. • Faculty undergo a slow enculturation practice to teaching writing. • This scale can be used to assess impact of teacher agency on student outcomes.

Abstract This article proposes the value hip-hop based education can add to the first-year composition classroom. It provides a framework for using hip-hop based education to scaffold traditional writing assignments, including rhetorical analysis assignments and argumentative essays using concepts like zines, cyphers, and song analysis. Drawing from culturally relevant pedagogy, linguistic justice, and Black feminist pedagogy, this article offers the genre of hip-hop to define and solidify its usefulness in composition studies and its relevance to the Black community, asserting that centering pedagogy relevant to Black students is beneficial for all students. Based on culturally relevant pedagogy's tenets, this article highlights ways culturally relevant materials can be implemented to recognize and value students’ diverse cultures and lived experiences to increase student engagement, agency, and academic success. The concepts presented here promote antiracism and multimodal learning in the classroom contributing to pedagogical research and praxis looking to disrupt hegemonic teaching and learning.

Stephanie Bower is a professor of teaching at the University of Southern California, where she teaches upper- and lower-division writing classes as well as a seminar on climate fiction for first-year students. Her publications have included research on integrating community engagement into composition classrooms as well as reflections on a writing workshop she has cofacilitated with the formerly incarcerated.Elizabeth Brockman earned an undergraduate degree in English from Michigan State University and an MA and PhD in English from the Ohio State University. Before her tenure began in the English Department at Central Michigan University in 1996, Brockman taught middle and high school English. Upon retirement from CMU, she earned emerita status. Brockman is the founding FTC editor for Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, and she is a founding codirector of the Chippewa River Writing Project.Carly Braxton is a PhD candidate and graduate teaching instructor studying English with a concentration in rhetoric and writing studies. As a teacher of writing, Carly assists students in developing their writing skills by leaning on key pedagogical concepts that reinforce the rhetorical and situated nature of writing. However, Carly also does this by dismantling preconceived notions of what writing is and what writing should look like at the college level. Antiracist pedagogy and linguistic justice is integral to Carly's research and teaching practice.Roger Chao is the Campus Director for the Art of Problem Solving Academy in Bellevue, WA. He specializes in community literacy projects.Jaclyn Fiscus-Cannaday is an assistant professor of English at University of Minnesota. Her research, teaching, and service are situated at the intersection of composition studies, feminism, and critical race theory.Olivia Hernández is an English instructor at Yakima Valley Community College. Her research, teaching, and service work toward culturally responsive, punk-teaching pedagogy.Betsy Klima is professor of English at the University of Massachusetts Boston, where she teaches courses on American literature and pedagogy. Her books include Urban Rehearsals and Novel Plots in the Early American City (2023), At Home in the City: Urban Domesticity in American Literature and Culture, 1850 – 1930 (2005), the Broadview edition of Kelroy (2016), and Exploring Lost Borders: Critical Essays on Mary Austin (1999), with coeditor Melody Graulich. She serves as associate editor of the New England Quarterly. Her current research explores the surprising role women played in Boston's early theater scene.Chloe Leavings is a PhD student studying rhetoric and composition. She is also an adjunct English professor and former middle school English teacher. With a bachelor's in English and a master's in English and African American Literature, she prioritizes using culturally relevant pedagogy through Hip- Hop Based Education. Her research interests include rhetoric of health and medicine, Black feminist theory, and linguistic justice.Claire Lutkewitte is a professor of writing in the Department of Communication, Media, and the Arts at Nova Southern University. She teaches a variety of undergraduate and graduate courses including basic writing, college writing, writing with technologies, teaching writing, research methods, and teaching writing online. Lutkewitte's research interests include writing technologies, first-year composition (FYC) pedagogy, writing center research, and graduate programs. She has published five books including Stories of Becoming, Writing in a Technological World, Mobile Technologies and the Writing Classroom, Multimodal Composition: A Critical Sourcebook, and Web 2.0: Applications for Composition Classrooms.Janet C. Myers is professor of English at Elon University, where she teaches courses on Victorian literature and culture, British women writers, and first-year writing. She is the author of Antipodal England: Emigration and Portable Domesticity in the Victorian Imagination (2009) and coeditor of The Objects and Textures of Everyday Life in Imperial Britain (2016). Her current research explores the role of women's fashion in fin-de-siècle literature and culture and has been published in Nineteenth-Century Gender Studies and Victorians Institute Journal.Scott Oldenburg is professor of English at Tulane University, where he specializes in early modern literary and cultural studies and critical pedagogy. He is the author of Alien Albion: Literature and Immigration in Early Modern England (2014) and A Weaver-Poet and the Plague: Labor, Poverty and the Household in Shakespeare's London (2020). He is coeditor with Kristin M. S. Bezio of Religion and the Medieval and Early Modern Global Marketplace (2021) and Religion and the Early Modern British Marketplace (2022); and with Matteo Pangallo of None a Stranger There: England and/in Europe on the Early Modern Stage (2024).Michael Pennell is an associate professor of writing, rhetoric, and digital studies at the University of Kentucky. He regularly teaches courses on social media, rhetorical theory, ethics and technical writing, and professions in writing.Jessica Ridgeway is a licensed 6 – 12 English/Language Arts teacher, with a wealth of experience in alternative, charter, magnet, and public schools. Currently, she works as a graduate teaching assistant, where she instructs Basic Writing, First-Year Composition, Intermediate Composition, and Intro to African American Literature. As an English teacher for eleven years, her passion for African American literature has flourished, including for her favorite writers Zora Neale Hurston, Toni Morrison, Langston Hughes, William Shakespeare, Maya Angelou, and James Baldwin. She recently completed an English and African American Literature Master of Arts program, and she is currently working toward achieving a PhD in rhetoric and composition. Her research interests include cultural rhetorics, African American rhetoric, Black digital rhetoric, culturally relevant pedagogy, composition pedagogy, and Black feminist pedagogy.Fernando Sánchez is an associate professor in technical and professional communication (TPC) at the University of Minnesota. He currently serves as the coeditor of Rhetoric of Health and Medicine. His current book-length project examines participation in TPC.Tom Sura is associate professor of English at Hope College in Holland, MI, as well as the director of college writing and director of general education. His most recent scholarship on writing-teacher development appears in Violence in the Work of Composition.Kristin VanEyk is assistant professor of English at Hope College in Holland, MI. Her most recent scholarship has been published in American Speech and Daedalus.

Abstract This article argues that performance pedagogy can invest students in difficult literary texts through slow reading and textual adaptation. Drawing on her experience of teaching Herman Melville's “Benito Cereno” to her multilingual students, the author uses Melville's interest in drama and performance as a jumping-off point for an exercise in adapting the text for in-class performance.

As we celebrate Pedagogy's twenty-fifth anniversary year, we've been pausing to reflect on not just the scholarly achievement of a quarter century but, as importantly, the people who have made that possible. This work has always been accomplished with a small, dedicated group. Now, as our long-serving editorial team is moving into retirement and new administrative roles, we pause to applaud this long-serving team. In this issue, we'd like to highlight Elizabeth Brockman, who has edited the From the Classroom section from the very beginning. Liz has nurtured authors, curated innovative contributions, and been the key to FTC's success. We knew when we founded the journal that we wanted a space for short, practical examinations of what happens in the classroom—and Liz developed this section and delivered on all we hoped it would achieve. In honor of Liz, we have flipped the issue to lead with the From the Classroom section—and we're delighted to have her valedictory thoughts. Thank you, Liz, for your faithful and generous service.

Abstract This article proposes a revision to the traditional research essay taught in many first-year writing courses to include a methods section. By explaining their research methods, students have the opportunity to think robustly and systematically about their research questions, their research practices, and their study outcomes. Such a practice holds students and instructors accountable for a rigorous research process. As they write their methods, students learn to articulate the process of field research while they increase their knowledge of both conventions and rhetoric. Importantly, this practice pursues social justice outcomes as students reflect on their identities as researchers and consider how positionality intersects with research questions, research practices, data interpretation, and analysis.

Abstract What is a pedagogy of the Anthropocene? Put another way, what would it look like to teach in a way that disrupts the logic of fossil fuel extraction? Building on critiques of Enlightenment thought that identify the causalities between dualistic models such as mind/body or nature/culture and systems of enslavement and extraction, the author argues we must orient ourselves against the toxic logic that has led to our current planetary crisis, and that a class on “climate fiction” can estrange students from the ubiquity of an epistemology that alienates us from the natural world and each other. Stories about climate change, whether speculative or realistic, can pry students loose from more familiar narratives that have immiserated us as a species and a planet. The author encourages a reorientation of how we teach that reframes the classroom as a space for students to imagine each other as allies rather than as competition, displacing the fetishization of “rigor” that aligns us to false idols of meritocracy and scarcity instead of the abundance that is possible when we find happiness in collective as opposed to individual success.

This article responds to the need for studies on the proposal-writing process within nonprofit organizations. The few empirical studies within the technical communication field and nonprofit studies have focused on job satisfaction and compensation rather than the writing process. Based on a nationwide survey ( n  = 580) and interviews ( n  = 18) of members of several professional organizations for proposal writers, this study describes the differences between academic and nonprofit proposal writers, writers’ experiences learning their job duties, and how long it takes to feel confident in their position. The study also reports three areas of study that writers said are important to their job: research methods, project management, and personnel management. The author provides suggestions to professors of proposal-writing coursework and recommends that they pair with local professional organizations to develop strong connections with the profession.