<issue published="1" current="0" access_status="1" url_path="" xsi:schemaLocation="http://pkp.sfu.ca native.xsd" xmlns="http://pkp.sfu.ca" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
  <id type="internal" advice="ignore">1</id>
  <issue_identification>
    <volume>11</volume>
    <number>1</number>
    <year>2019</year>
    <title locale="en_US">vol. 11 issue 1</title>
  </issue_identification>
  <sections>
    <section ref="ART" seq="1" editor_restricted="0" meta_indexed="1" meta_reviewed="1" abstracts_not_required="0" hide_title="0" hide_author="0" abstract_word_count="0">
      <id type="internal" advice="ignore">1</id>
      <abbrev locale="en_US">ART</abbrev>
      <title locale="en_US">Articles</title>
    </section>
    <section ref="BR" seq="2" editor_restricted="0" meta_indexed="1" meta_reviewed="1" abstracts_not_required="1" hide_title="0" hide_author="0" abstract_word_count="0">
      <id type="internal" advice="ignore">2</id>
      <abbrev locale="en_US">BR</abbrev>
      <title locale="en_US">Book reviews</title>
    </section>
  </sections>
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  <articles xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">Raffaella Negretti, Spela Mezek</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Raffaella</givenname>
            <familyname locale="en_US">Negretti</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Spela</givenname>
            <familyname locale="en_US">Mezek</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>1-40</pages>
        <keywords>
          <keyword>disciplinary writing</keyword>
          <keyword>metacognition</keyword>
          <keyword>motivation</keyword>
          <keyword>writing regulation</keyword>
          <keyword>writing supervision</keyword>
        </keywords>
        <abstract>Over the years, research on writing has increasingly emphasized the value of adopting a sociocultural perspective to understand how social context and social interaction relate to writing regulation. Using the theoretical lens of participatory appropriation, this study investigates the self-regulatory behavior of three successful Bachelor essay writers in literature, and how the interaction with their supervisors supported students’ development of writing regulation in disciplinary-relevant ways. Data was collected through in-depth qualitative interviews at three key moments in the term; Pintrich’s self-regulation framework was used as coding heuristic to trace participants’ self-regulation behavior over the term. Self-regulation data was cross-analyzed with data coded as participatory appropriation to identify the overlap between students’ self-regulation of writing and their social experiences, especially the dialogue with their supervisors. Our results show how the supervisors acted as agents of socialization, providing frames for adoption of disciplinary-relevant ways of thinking and doing, as well as indirectly sustaining the students’ motivation and re-conceptualization of the writing experience. Overall, this investigation responds to calls for inquiries of self-regulation against the backdrop of the social context in which it is embedded.</abstract>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">A Critical Review of the Logics of Inquiry in Studies of Early Writing Development</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">S.J. Harmey, I.A.G. Wilkinson</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">S.J.</givenname>
            <familyname locale="en_US">Harmey</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">I.A.G.</givenname>
            <familyname locale="en_US">Wilkinson</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>41-78</pages>
        <keywords>
          <keyword>early writing</keyword>
          <keyword>logics of inquiry</keyword>
          <keyword>research methodologies</keyword>
          <keyword>review</keyword>
          <keyword>writing</keyword>
        </keywords>
        <abstract>Comprehensive descriptions of early writing development are needed to adequately inform instruction and intervention and yet knowledge about how early writing develops is fragmented. This paper provides a critical review of longitudinal studies of early writing development with specific attention to the logics of inquiry used. Twenty-seven studies of children up to age 10, spanning 34 years from 5 countries, are included. Researchers’ theoretical framing, research questions, definitions of writing, study designs, time span, analytic procedures, measurement or classification of writing, key findings, and attention to context or instruction are examined. Findings show that definitions of writing vary considerably or, in some instances, are nonexistent. These definitions have implications for the research designs and measures used, and how data were classified. Many studies describe developmental trends in a global way but few describe how the development occurs or goes awry. Few studies examine cognition in conjunction with context. Similarly, few studies present strong theoretical orientations toward writing with coherent connections between problem formulation and design, measures, or classifications used. Recommendations for future research are provided.</abstract>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Textual Mediation in Simulated Nursing Handoffs: Examining How Student Writing Coordinates Action</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">L. Campbell</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">L.</givenname>
            <familyname locale="en_US">Campbell</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>79-106</pages>
        <keywords>
          <keyword>nursing</keyword>
          <keyword>pedagogy</keyword>
          <keyword>simulation</keyword>
          <keyword>workplace writing</keyword>
        </keywords>
        <abstract>In clinical nursing simulations, a group of students provide care for a robotic patient during a structured scenario. As care is transferred from one group to another, they participate in a patient handoff, with outgoing students passing key information onto incoming students. In healthcare, the nursing handoff is a critical and perilous communication moment that is mediated by a range of participants and texts. Drawing on observations and video recordings of 52 simulation handoffs in the United States, this article examines how two student-designed texts – a collaborative patient chart and individual notes – are leveraged during the handoff. I also consider how handoff talk and writing changes as student nursing knowledge increases over the course of a year. By focusing on textual mediation of the simulated nursing handoff, this article contributes to existing research on professional writing pedagogy and to nursing scholarship on the handoff. Ultimately, it argues that a textual mediation framework can help bridge classroom and professional contexts by evaluating student writing not for how successfully it meets a set of imposed criteria but for how effectively it supports classroom activities.</abstract>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Dialog as a Bridge to Argumentative Writing</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">Y. Shi, F. Matos, D. Kuhn</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Y.</givenname>
            <familyname locale="en_US">Shi</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">F.</givenname>
            <familyname locale="en_US">Matos</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">D.</givenname>
            <familyname locale="en_US">Kuhn</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>107-129</pages>
        <keywords>
          <keyword>development of argumentive writing skills</keyword>
          <keyword>dialogic approach</keyword>
          <keyword>evidence-based writing</keyword>
          <keyword>meta-level understanding</keyword>
        </keywords>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Session Notes as a Professionalization Tool for Writing Center Staff: Conducting Discourse Analysis to Determine Training Efficacy and Tutor Growth</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">Genie N. Giaimo, Samantha J. Turner</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Genie</givenname>
            <familyname locale="en_US">N. Giaimo</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Samantha</givenname>
            <familyname locale="en_US">J. Turner</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>131-162</pages>
        <keywords>
          <keyword>Discourse analysis, session notes, writing centers, assessment, training efficacy</keyword>
        </keywords>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Soaring to Successful Synthesis Writing</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">Linlin Luo, Kenneth Kiewra</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Linlin</givenname>
            <familyname locale="en_US">Luo</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Kenneth</givenname>
            <familyname locale="en_US">Kiewra</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>163-209</pages>
        <keywords>
          <keyword>SOAR strategy system</keyword>
        </keywords>
        <abstract>Synthesis writing is a common college requirement. It is a reading-to-write task that involves selecting, organizing, and connecting information from more than one source to construct a new text. College students struggle with synthesis writing because they fail to organize and connect ideas. The present study investigated the synthesis writing benefits of a strategy system called SOAR that helps students select, organize, associate, and regulate information.
Experiment 1 investigated the efficacy of SOAR-provided instructional materials. College students studied four texts about creativity with or without SOAR supplements in preparation for writing a synthesis essay. SOAR-aided students produced more complete essays (selecting), better categorically organized essays (organizing), and essays containing more intertextual connections (connecting) than non-SOAR-aided students.
Experiment 2 investigated the trainability of SOAR and the effect of student-generated SOAR materials on synthesis writing. College students first completed a baseline synthesis writing task. Next, they either received SOAR training or did not receive SOAR training, instead practicing their preferred strategies. Finally, they performed another synthesis writing task. SOAR-trained students produced more complete and better organized essays than non-SOAR-trained students. Underlying cognitive mechanisms, study limitations, future research directions, and practical implications were discussed.</abstract>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Writing to Learn Increases Long-term Memory Consolidation: A Mental-chronometry and Computational-modeling Study of “Epistemic Writing”</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">Angelica M. Silva, Roberto Limongi</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Angelica</givenname>
            <familyname locale="en_US">M. Silva</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Roberto</givenname>
            <familyname locale="en_US">Limongi</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>211-243</pages>
        <keywords>
          <keyword>drift-diffusion model</keyword>
          <keyword>Epistemic writing</keyword>
          <keyword>evidence accumulation models</keyword>
          <keyword>writing across the curriculum</keyword>
          <keyword>writing in the disciplines</keyword>
          <keyword>writing to learn</keyword>
        </keywords>
      </publication>
    </article>
    <article status="3" submission_progress="0" current_publication_id="23" stage="editorial">
      <id type="internal" advice="ignore">23</id>
      <publication locale="en_US" version="1" status="3" url_path="" seq="0" section_ref="ART" access_status="0" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
        <id type="internal" advice="ignore">23</id>
        <title locale="en_US">Book review: Observing writing: Insights from keystroke logging and handwriting</title>
        <licenseUrl>https://creativecommons.org/licenses/by-nc-nd/3.0/</licenseUrl>
        <copyrightHolder locale="en_US">Andreia Nunes, São Luís Castro</copyrightHolder>
        <copyrightYear>2019</copyrightYear>
        <authors xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">Andreia</givenname>
            <familyname locale="en_US">Nunes</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
          <author include_in_browse="true" user_group_ref="Author" seq="0" id="1">
            <givenname locale="en_US">São Luís</givenname>
            <familyname locale="en_US">Castro</familyname>
            <country>
            </country>
            <email>
            </email>
          </author>
        </authors>
        <article_galley locale="en_US" approved="false" xsi:schemaLocation="http://pkp.sfu.ca native.xsd">
          <id type="internal" advice="ignore">
          </id>
          <name locale="en_US">PDF</name>
          <seq>0</seq>
          <submission_file_ref id="" revision="1" />
        </article_galley>
        <pages>245-250</pages>
        <keywords>
          <keyword>handwriting</keyword>
          <keyword>keystroke logging</keyword>
          <keyword>research methods</keyword>
        </keywords>
      </publication>
    </article>
  </articles>
</issue>