Written Communication, Volume 42, Issue 1, Page 47-84, January 2025.
Drawing on a larger year-long ethnography at a public, urban, comprehensive high school in the Midwestern United States, this article describes the texts students composed in a co-taught sophomore (grade 10) humanities course combining social studies and ...

Written Communication, Volume 42, Issue 1, Page 120-151, January 2025.
This study examines how supervisor-candidate coauthoring collaborations contribute to doctoral students’ writer identity. Three candidates’ coauthorship experiences with their supervisors were investigated in depth using a multiple-case study design. ...

Written Communication, Volume 42, Issue 1, Page 193-222, January 2025.
The use of subordination enables language users to achieve syntactic efficiency by allowing them to connect ideas in temporal/logical relation. Although the importance of subordination has been recognized in previous research on second language (L2) ...

Written Communication, Volume 42, Issue 1, Page 152-192, January 2025.
This article presents the development of a specialized data set for analyzing Estonian metadiscourse markers in academic usage, extending Hyland's interpersonal metadiscourse model to a non–Indo-European language. Our goal is to show how metadiscourse, as ...

Written Communication, Volume 42, Issue 1, Page 9-46, January 2025.
High school students for whom English is a second language (L2) often struggle with effective text revision because of limited ability to self-regulate their writing, that is, to manage the subprocesses of writing and to use writing-related knowledge and ...

Written Communication, Volume 42, Issue 1, Page 85-119, January 2025.
Students are expected to interpret the complexities and nuances of literary texts yet might struggle with interpreting texts in ways that are valued in literary studies. Examining students’ language choices can support instructors and students with ...

Written Communication, Volume 42, Issue 1, Page 3-8, January 2025.

Written Communication, Ahead of Print.
While researchers have explored the relationship between writing self-regulation and writing self-efficacy in student performance on academic writing tasks, less research has been conducted on the mediating effect of autonomous motivation on self-...

Written Communication, Ahead of Print.
This article presents a critical account of one teen’s sense of audience as she enacted literacies on social media platforms and provides strategies that can inform the teaching of audience and purpose in ways responsive to teens’ digital literacies. ...

Written Communication, Ahead of Print.
The study investigates how Chinese English-as-a-foreign-language (EFL) learners construct translanguaging space via multimodal orchestration in collaborative English-language YouTube videos introducing Chinese culture. By triangulating multimodal analysis ...

Written Communication, Ahead of Print.
This mixed-methods study examined the effects of different models of online professional development (PD) on 21 US elementary teachers’ writing instruction, on the teachers’ confidence, and on students’ writing quality. Participants were first-grade ...

Written Communication, Ahead of Print.
This article reports on a qualitative assessment of intercultural competence (IC) in U.S. first-year writing (FYW) courses designed to increase intercultural exposure and interaction among domestic and international students. To measure students’ ...

Written Communication, Ahead of Print.
This article demonstrates how an analysis of the net work of medical social work students in an interprofessional Standardized Patient Program (i.e., healthcare simulation) reveals the productive potential of a Critical Disability Studies orientation to ...

Written Communication, Ahead of Print.

Written Communication, Ahead of Print.
This article demonstrates how an analysis of the net work of medical social work students in an interprofessional Standardized Patient Program (i.e., healthcare simulation) reveals the productive potential of a Critical Disability Studies orientation to writing studies and workplace research. Standardized Patient Programs were created as a method for uniformly assessing healthcare students’ interpersonal interactions with patients. In practice, they evolved to additionally standardize the professional attitudes and behaviors of students. Structured around three emergent claims, this article uses novel and established technical-rhetorical concepts to unpack how social work students comprehend and navigate issues of power, collaboration, and knowledge exchange within a Standardized Patient Program. And when these claims are further analyzed through a Critical Disability Studies lens, they reveal how disability-related disruptions can constructively challenge medicalized stances toward disability as well as understandings of collaborative labor, workplace/simulation-based writing, and professional discourse.

Written Communication, Ahead of Print.
This article reports on a qualitative assessment of intercultural competence (IC) in U.S. first-year writing (FYW) courses designed to increase intercultural exposure and interaction among domestic and international students. To measure students’ intercultural development via a series of reflective writings, we designed two innovative qualitative analysis tools: a grounded-theory coding scheme and a mapping procedure aligned to the Developmental Model of Intercultural Sensitivity. Our results show that qualitative assessment of reflective writing reveals dynamic, complex IC development trajectories, displaying nonlinearity, nondiscrete phases, and development within phases. Specifically, we noted that reflective writing helped students engage with and become attuned to aspects of cultural difference. Affordances of the FYW context indicated that students strongly engaged the cognitive domain of IC, and that this domain appears to be activated by reflective writing.

Written Communication, Ahead of Print.
This mixed-methods study examined the effects of different models of online professional development (PD) on 21 US elementary teachers’ writing instruction, on the teachers’ confidence, and on students’ writing quality. Participants were first-grade teachers who were randomly assigned to one of three conditions: Coaching-plus-Manual (C+M), Manual (M), or Business-as-Usual (BAU). All teachers received online-PD but the C+M and the M conditions received PD on genre-based writing-strategy instruction. The M group taught using only the manual of that approach but the C+M also received coaching. Results found that C+M teachers increased the most in their writing confidence, and C+M students wrote papers of better quality at posttest compared to the M and BAU students.

Written Communication, Ahead of Print.
The study investigates how Chinese English-as-a-foreign-language (EFL) learners construct translanguaging space via multimodal orchestration in collaborative English-language YouTube videos introducing Chinese culture. By triangulating multimodal analysis of videos and students’ interview responses, the current research maps translanguaging space construction within and across modes and identifies four multimodal translanguaging space patterns. Meanwhile, learners’ understanding of modal affordances, their intents, their perceptions of the intended audience, and their experiences with relevant (multimodal) texts were found to influence their multimodal orchestration in translanguaging space construction. Digital multimodal composing (DMC) provides EFL learners with opportunities to draw upon their expanded multimodal repertoires, to combine multiple modes for meaning-making creatively, and to transcend the boundaries of languages and modalities critically. Pedagogical suggestions are provided regarding integrating DMC tasks into multilingual learning environments.

Written Communication, Ahead of Print.
This article presents a critical account of one teen’s sense of audience as she enacted literacies on social media platforms and provides strategies that can inform the teaching of audience and purpose in ways responsive to teens’ digital literacies. Informed by case-study research and insights gained from interviewing, observing, and collecting digital artifacts, I discuss how Samirah X, a self-described teen actress and social justice advocate, engaged in writing practices on social media for three different main perceived audiences: cultural and racial community audience, socially conscious audience, and parental audience. Other sub-audiences from Samirah X’s case narrative are presented: audience as Black people, culture, and identity; audience as Black women and girls; and audience as Blacks who experience injustice and acts of violence. At the conclusion of this article, I provide implications for teaching English Language Arts focused on how social media work can fulfill state standards.