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2023/2024

Research Trends in Teaching of Writing

Code: 43214 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 2

Contact

Name:
Marilisa Birello
Email:
marilisa.birello@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.

Teachers

Nayme Daniela Salas
Xavier Fontich Vicens

Prerequisites

There are no prerequisites to take this course.


Objectives and Contextualisation

This is a compulsory course for students of the Language and Literature Didactics itinerary, while it is optional for students of other itineraries.

This course introduces students to the state-of-the-art in research on the development and teaching of writing. Relevant approaches to research on writing are presented, especially focusing on the contributions of cognitive psychology, discourse linguistics, and sociocultural theory. Special emphasis is placed on the interaction between writing, the learner, and the teacher, who creates the learning conditions.


Learning Outcomes

  1. CA39 (Competence) Formulate a research problem in the teaching of written composition and formulate its questions and goals.
  2. CA40 (Competence) Make proposals for improvement and/or innovation projects in writing that are grounded on research-based evidence.
  3. KA39 (Knowledge) Describe the methodological approaches and designs in research on written composition.
  4. KA40 (Knowledge) Identify lines of research on writing.
  5. KA41 (Knowledge) Identify problems and offer solutions for the needs arising from the teaching and learning of writing.
  6. SA25 (Skill) Design and carry out field work in school contexts using suitable data collection instruments.
  7. SA29 (Skill) Produce a comprehensive review of the scientific literature focused on studies of writing skills.
  8. SA30 (Skill) Develop the design and select the most consistent methodology with the research goals on writing.

Content

  • Research on the development of writing.
  • Research on the development of the writing process.
  • Research on the teaching of writing.
  • Assessment of written language
  • Relationship between writing and grammar. The metalinguistic activity. Students' grammatical knowledge.
  • Classroom intervention to teach writing.
  • Research on writing in additional languages.
  • Research on written corrective feedback in L1 and additional languages
  • Research on beliefs and writing.

Methodology

The training activity will be developed based on the following dynamics:
  • Lectures by the teacher
  • Reading articles and documentary sources
  • Analysis and collective discussion of articles and documentary sources
  • Classroom practices: problem solving / cases / exercises.
  • Oral presentation of written works.
  • Tutorials

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Classes in large group. 36 1.44 KA39, KA40, KA41, KA39
Type: Supervised      
Analysis and collective discussion of articles and documentary sources. Classroom practices: problem solving / cases / exercises. 36 1.44 CA39, CA40, SA25, SA30, CA39
Type: Autonomous      
Reading of articles and documentary sources. Development of the individual work of the subject. Participation in discussion in forums. 78 3.12 KA40, SA29, KA40

Assessment

The module will be assessed through activities indicated in the table of continuous assessment activities.

The final mark will be the weighted average of the planned activities. In order to be able to apply this criterion, it will be necessary to obtain at least a 5 in all the activities, those carried out during the development of the module and in the final report/work of the module. In case of failing the course, there is the possibility of recovering it through a global oral test on all the subjects of the course.

Plagiarism or copying will result in a failing grade and will be reported to the coordination of the degree.

In the event that a student chooses the final examination system, this will be carried out through a final written paper which will account for 100% of the mark. In case of failing the final paper, the same recovery system will be applied as for the continuous assessment.

Class attendance is compulsory. In order to obtain a positive final evaluation, the student must have attended at least 80% of the classes.


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance, participation and class work 30% 0 0 KA39, KA40, SA29
Final Written work 50% 0 0 CA39, CA40, KA41, SA25, SA29, SA30
Oral presentation 20% 0 0 CA39, CA40, KA41, SA25, SA29, SA30

Bibliography

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Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: a national survey. Reading and Writing, 33(10), 2661-2696. https://doi.org/10.1007/s11145-020-10055-z

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Bazerman, Ch. (dir.) (2008) Handbook of research on writing: history, society, school, individual, text. Lawrence Erlbaum.

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Bazerman, Ch. & Prior, P. (eds.) (2004).  What writing does and how it does it: an introduction to analyzing texts and textual practices. Lawrence Erlbaum Associates.

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Birello, M., & Pujolà, J. T. (2023). Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing. Teaching and Teacher Education, 122, https://doi.org/10.1016/j.tate.2022.103971

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Camps, A. (comp.) (2003). Seqüències didàctiques per aprendre a escriure. Graó.

Camps, A. i Ribas, T. (1998). Regulación del proceso de redacción y del proceso de aprendizaje: función de las pautas como instrumentos de evaluación formativa, Textos de didáctica de la lengua y la literatura, 16, 49-60.

Castelló, M. (2017). Mirarse en el espejo: de comunicar lo que se ha aprendido a aprender comunicando. Textos de didáctica de la lengua y la literatura, 76, 7-13. 

Castelló, M.; Milian, M. (1997). Enseñar y aprender estrategias en el proceso de composición escrita. In M.L. Pérez Cabaní (coord.) La enseñanza y el aprendizaje de estrategias desde el curriculum (pp. 117-135). Horsori.

Chabanne, J-Ch., Bucheton, D. (dirs.) (2002). Parler et écrire pour penser, apprendre et se construire. L’écrit et l’oral réflexifs. PUF.

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Davin, K. J., Chavosan, I., Donato, R. (2018). Images of past teachers: Present when you teach. System, 72, 139-150

Elola, I., & Oskoz, A. (2022). Reexamining feedback on L2 digital writing. Studies in Second Language Learning and Teaching12(4), 575–595. https://doi.org/10.14746/ssllt.2022.12.4.3

Ferreiro, E., & Teberosky, A. (Eds.). (1979). Los sistemas de escritura en el desarrollo del niño. Siglo XXI.

Graham, S., MacArthur, Ch., & Hebert, M. (2018). Best Practices in Writing Instruction, 3rd Edition. Guildford Press.

Hsiang, T. P., Graham, S. Yang, Y.-M. (2020). Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers. Reading and Writing, 33(10), 2511-2548. https://doi.org/10.1007/s11145-020-10050-4

Hyland, K. (2002). Teaching and Researching Writing. Longman.

Hyland K. (2016). Methods and methodologies in second language writing. System, 59, 116-125

Jaubert, M., Rebière, M. (2005). Learning science by writing. L1 Educational Journal, 5/3.

Jaubert, M.; Rebière, M.; Bernié, J.-P. (2003). L’hypothèse “communauté discursive”: d’où vient-elle? où va-t-elle?. Les Cahiers Théodile, 4, 51-80.

Johnson, K.E., & Golombek, P. R. (2016). Mindful L2 teacher education: a sociocultural perspective on cultivating teachers' professional development. Routledge.

Junqueira, L. & Payant, C. (2015). “I just want to do it right, but it’s so hard”: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36

Kalaja, P. , & Barcelos, A. M. (2013). Beliefs in Second Language Acquisition: Learner. In C.A. Chapelle (Ed.),  The Encyclopedia of Applied Linguistics (pp. 1-7). Wiley-Blackwell.

Kubaniova, M. & Feryok, A. (2015). Language teacher cognition in applied linguistics research: revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99, 435-449.

Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 1–13. doi:10.1017/s0261444819000247

Lee, I. (2022). Developments in classroom-based research on L2 writing. Studies in Second Language Learning and Teaching12(4), 551–574. https://doi.org/10.14746/ssllt.2022.12.4.2

Lee, I. (2023). Problematising Written Corrective Feedback: A Global Englishes Perspective. Applied Linguistics, XX/XX, 1-7, https://doi.org/10.1093/applin/amad038

Leow, R.P., Manchón, R.M., Polio, C. (2022). Researching L2 writing as a site for learning in instructed settings. In GUrzynski-Weiss, L. & Kim, Y. (eds.). Instructed Second Language Acquisition Research Methods. John Benjamins Publishing Company

Manchón, R.M. (2020). (Ed.) Writing and language learning. Advancing research agendas. John Benjamins Publishing.

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McArthur, Ch., Graham, S. & Fitzgerald, J. (2016). Handbook of Writing Research, 2nd Edition. Guilford Press.

Nassaji, H., & Kartchava, E. (Eds.) (2017). Corrective Feedback in Second Language Teaching and Learning. Research, Theory, Applications, Implications. Routledge.

Nassaji, H., & Kartchava, E. (Eds.). (2021). The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge University Press. doi:10.1017/9781108589789

Perera, J., Aparici, M., Rosado, E., & Salas, N. (Eds.). (2016). Written and Spoken Language Development Across the Lifespan: Essays in Honour of Liliana Tolchinsky (Vol. 11). Springer.

Phipps, S., & Borg, S. (2009) Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37, 380-390.

Ribas, F., Perine, C. (2018). What does it mean to be an English teacher in Brazil? Student teachers' beliefs through narratives in a distance education programme. Applied Linguistics Review, 9(2-3), 273-305

Ribas, T. (2010). La evaluación en el área lingüística. Textos de Didáctica de la Lengua y la Literatura, 53, 10-21.

Ribas, T., Fontich, X. & Guasch, O. (eds.) (2014). Grammar at School. Research on Metalinguistic Activity in Language Education. Peter Lang

Ribas,T., Milian, M., Guasch, O., Camps, A. (2002). La composición escrita como objeto de reflexión. A J.M. Cots I L. Nussbaum (eds.) Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas (pp.167-184). Milenio.

Ribera, P. (2008). El repte d’ensenyar a escriure. L’inici de la producció de textos en Educació Infantil. Perifèric, eds. / Universitat de València

Salas, N., Birello, M., & Ribas, T. (2020). Effectiveness of an SRSD writing intervention for low- and high-SES children. Reading & Writing.https://doi.org/10.1007/s11145-020-10103-8

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Seoane, R. C., Jiménez, J. E., Gutiérrez, N. (2020). Pre-service teachers’ implicit theories of learning to write. European Journal of Teacher Education, 43:2, 165-190.

Sévérac, P. (coord.) (2007). Lire et écrire. Sciences Humaines.

Smagorinsky, P. (2006). Research on composition: multiple perspectives on two decades of change. Teachers College.

Teberosky, A., Soler, M. (eds.) (2003). Contextos de alfabetización inicial. Horsori.

Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Psychology Press.

Watson, A. (2015). The problem of grammar teaching: a case study of the relationship between a teacher’s beliefs and pedagogicalpractice. Language and Education, 29:4, 332-346


Software

No particular programme will be used.