Search Results (104)

This study investigated associations between a yearlong genre-based writing curriculum and students’ writing and self-efficacy outcomes. The curriculum had two stages: first, teaching genre elements without requiring use of sources and citations, and then integrating information from readings. Participants included 340 students and 3 teachers across 6th to 8th grades in a rural Title I middle school. Using a quasi-experimental, one-group pretest–posttest design with repeated measures, analysis showed significant improvements in writing quality across argumentative, compare-and-contrast, and narrative genres for all grades. Improvement patterns varied by grade and genre; self-efficacy and affect results were mixed—gains appeared in specific areas, but overall, self-efficacy decreased when reading was incorporated. Findings suggest the yearlong approach enhances writing quality but may require additional strategies to maintain student motivation. Full article

In responding to the special issue’s call to examine the shifting space of materiality, this article uses creative writing, hand-drawn comics, and speculative fiction/design as a form of research by practice to critique changes in UK Higher Arts Education in relation to art materials. It shows how embedded neoliberal structures that have been documented to negatively impact HE staff and the arts in general, also now extend to prioritising and excluding some art materials over others. A speculative vision is offered as an alternative in which a nomadic higher arts education is put forward, one that encourages the use of hybrid art materials. The means chosen to make the arguments presented are analogue methods of drawing, cutting, printing, sewing and writing to strengthen the point that digital materials are currently prioritised in UK arts education due to HE’s entanglement with agendas entwinned with Big Tech and most recently the military. The format is also deliberately experimental to move away from common ways of presenting research and theory that have become formulaic as academics are pushed to meet the ideals of the Research Excellence Framework, another neoliberal rubric. Full article

While previous studies on assessment as learning (AaL) in second language (L2) writing have mainly focused on writing teachers’ practices and perceptions of AaL, scant research has examined the relation between students’ engagement and writing performance in an AaL context. To fill the void, this study examined how students’ engagement related to their writing performance. Drawing on writing drafts, interviews, verbal reports, observation field notes, and documents, cross-case analyses of two focal students demonstrated that learner engagement in an AaL context was positively associated with improvements in writing performance. The student who demonstrated greater reciprocity in collaborating with teachers and peers in the AaL context, as well as proactivity in taking charge of her learning in L2 writing, showed greater improvements in content, organization, and language of argumentative writing. Full article

As critical elements in argumentative writing, argument components and strategies significantly influence argument quality. However, the existing research lacks an in-depth exploration of how students construct and utilize these elements in argumentative writing. This study first evaluates the performance of leading large language models (LLMs) in identifying argument components and strategies using three approaches: single-task learning (STL), chain-of-thought (CoT), and multi-task learning (MTL). With the aid of learning analytics methods (Epistemic Network Analysis (ENA) and two-mode network), the study further reveals the intrinsic mechanisms linking argument components, strategies, and writing quality. Specifically, the research trains and evaluates LLMs on 226 argumentative essays, encompassing 4726 components and 4837 strategies. Compared to basic STL, the CoT and MTL methods significantly improve LLMs’ performance in both tasks. Moreover, learning analytics indicate that high-quality essays possess rich and complex logical relations, presenting multidimensional and multi-layered reasoning structures, whereas low-quality essays predominantly rely on simple and repetitive connections, lacking deeper logical support. These findings have significant implications for the automated analysis of argumentative writing and the sustainable development of education, not only providing valuable insights for educators in argumentation instruction but also contributing to the systematic enhancement of students’ argumentative abilities and critical thinking. Full article

Second language (L2) writing, particularly in demanding areas like argumentative discourse, requires learners to effectively manage interpersonal resources such as stance and modality. Despite the centrality of stance in academic literacy, its development in L2 Hebrew writing remains largely underexplored. This study addresses this gap by examining how Arabic-speaking learners of Hebrew realize epistemic, deontic, and evaluative stance in their interlanguage writing. Using a qualitative, concept-oriented, function-to-form analytical approach, the analysis examined 92 authentic argumentative essays (11,572 words) produced by L1 Arabic speakers under standardized examination conditions and systematically classified each modal expression into one of three empirically derived interlanguage developmental levels. The findings reveal a clear and consistent developmental progression across all three modal domains. Developmental patterns are inferred from interlanguage variation across proficiency levels rather than tracked longitudinally. Basic-level expressions relied primarily on high-frequency, spoken-like vocabulary and explicit personal opinion markers. Intermediate-level expressions displayed greater lexical variety and a shift toward a more abstract stance but remained marked by morphosyntactic instability and L1 influence, often producing hybrid or non-target-like constructions. Advanced writers effectively deployed idiomatic, low-frequency, and structurally more complex modal constructions aligned with conventions of Hebrew academic writing. Full article

This article offers the first systematic analytical methodology to understand distant play as a multidimensional, ludoliterary, critical, and philosophical practice of engaging with so-called idle or semi-idle games. It uses Anselm Pyta’s The Longing, a so far underexplored semi-idle, slow game that challenges traditional gameplay paradigms through its metareferential, bookish, philosophical, and contemplative structure, as a case study. Our central argument is that The Longing deploys antimimetic temporal mechanics, interpassive forms of bookish play, and ideas of existentialist resistance to explore themes of time, agency, and existential longing, thereby offering a reflective space for dealing with neo-liberal, post-pandemic, polycrisis-stricken angst. To come to terms with the multidisciplinary complexities of the game, our paper adopts a triadic analytical methodology interweaving insights from postclassical, medium-specific narratology, platform-comparative literary analysis, and existentialist philosophy. This combined approach transcends existing ludoliterary frameworks and accounts for divergent forms of play. Our first focus is the game’s multiscalar temporal layering and the strategies it requires from players to “ludify” antimimetic frictions between those layers. This is followed by an examination of how the game constructs a bookish player by interweaving ludexical processes of reading, unreading, dis-reading, and writing (in) books and other printed documents. Finally, we turn to the game’s complex interpassive relationships between player, player-character, and game world, highlighting in particular the role of walking, collecting, building, and searching as acts of catharsis and rebellion, and examining failure as a valid ludic alternative to survival and happiness. Ultimately, our analysis renders distant play as a form of parasocial resistance, which in The Longing manifests as an affective and philosophically fine-grained combination of more-than-human relationality, care, and relief vis-a-vis the nothingness of lost hope. The game thus offers a new form of e-literary engagement, placing books and their “unnatural,” transmediated affordances front and center while questioning the capitalist undercurrents of contemporary literary media and critiquing a culture of acceleration. Full article

Several dozen Chinese scrolls from Dunhuang contain Khotanese writings on the verso. The contents of the Khotanese side are relatively diverse, including drafts letters and reports addressed to the Khotanese court, accounts and contracts, writing exercises, narrative works such as the Rāmāyaṇa and Sudhanāvadāna, lyrical poetry, medical treatises and Buddhist texts. By contrast, the Chinese side is significantly more uniform in content and appearance, comprising popular Mahāyāna scriptures copied in an even script, adhering to a regular layout. Although the Chinese sūtras were for the most part copied during the Sui-Tang era or the subsequent period of Tibetan rule over Dunhuang, the Khotanese writings seem to have been added significantly later, during the long tenth century. The reuse of Chinese Buddhist scrolls to write unrelated content—in Chinese and other languages—has typically been explained as the practice of recycling discarded manuscripts. Such explanations essentially see the Chinese sūtras on the recto as waste that was no longer wanted. This paper argues that the repurposing of Chinese scrolls could not have been exclusively motivated by paper shortage and the desire to cut costs. The paper situates this phenomenon within a broader range of reuse practices attested in Buddhist communities across Asia. The central argument advanced here is that reuse often involved a deliberate engagement with earlier textual layers, which retained aspects of their meaning even as new texts were added to the manuscript. Full article

This paper reads coal as a metonym for London’s social fabric in the writings of police theorist Patrick Colquhoun, the archival reports on the Wapping Coal Riot, and the anti-carceral poetry of William Blake. In 1798, at the behest of the West India Committee, Colquhoun had developed the first modern police force, the Thames River Police, which predated Robert Peel’s metropolitan police by over 20 years. Colquhoun’s “Treatise on the Commerce and Police of the River Thames” (1800) centers on coal in his case for policing. In his argument, coal’s energy economies link domestic affairs with the entire metropolis, making policing a city-wide problem, one that merits public support (and public funding). In reading Colquhoun’s treatise as an example of the entanglement of policing and fossil fuel power, I discuss the relevant literature from the energy humanities that connects fossil energy to the larger extractive ideologies of empire. I also demonstrate how Colquhoun’s figuring of coal builds on but alters portrayals of coal in Jonathan Swift and Anna Barbauld. The final section of this discussion demonstrates how Blake’s Jerusalem (1820) indexes dispersed, atmospheric systems of carceral power and summons dynamic, unpoliceable crowds. Blake’s smoke poetics sketch a limit of generalization, one that recoups figures of pollution and waste to riot against the systems that produce them. Full article

Generative AI has rapidly entered college writing classrooms, raising practical questions about how student texts are changing and what that means for instruction. This study analyzes 255 final-draft analytical essays written in first-year writing classes across three instructional contexts—pre-Gen-AI (Winter/Spring 2022), AI-prohibited, and AI-permitted with specified uses (Winter/Spring 2024). We combined holistic quality ratings of essays with Coh-Metrix indices of writing volume, lexicality, referential cohesion, and syntax. Analytically, we estimated a regression of essay quality on class type and demographics, and MANCOVAs (with essay score and demographics as covariates) for the four linguistic constructs. Essay quality did not differ by AI policy. However, compared to 2022, essays of AI-permitted classes were organized into fewer but shorter paragraphs; displayed greater lexical diversity and used less frequent, less familiar vocabulary; showed lower local and global anaphor overlap (other cohesion indices were stable); and exhibited lower verb-phrase, passive, and negation densities but higher gerund density. We interpret these as selective redistributions of linguistic resources rather than uniform gains or losses. For instructors, the actionable implication is two-fold: leverage AI-era gains in lexical precision while explicitly teaching referential continuity and clause-level strategies that sustain argumentative coherence. Full article

Writers with decoding and/or spelling difficulties often produce short, lower-quality texts and experience less fluent writing, frequently interrupted by long pauses at the word level. Research suggests that from adolescence onward, such writers become increasingly aware of their difficulties, which influences behaviours such as avoiding difficult-to-spell words and pausing for lexical decisions. The objective of this study was to deepen the understanding of how adolescent students with decoding and spelling difficulties engage in the task of text composition. In this multiple case study, we qualitatively investigated argumentative texts and writing processes produced by three Swedish upper-secondary students with such difficulties. Data were collected through keystroke logging and analyses of texts and keystroke logs provided detailed insights into their individual writing approaches. The results generally align with previous findings but reveal notable differences depending on the severity of the difficulties. Two students with moderate challenges paused extensively to consider spelling, formulation, and word choice, while one student with more pronounced difficulties wrote rapidly and briefly to complete the task quickly. This nuanced analysis highlights the diversity of writing profiles among students with decoding and spelling difficulties and underscores the need for tailored support to help them produce higher-quality texts. Full article

English argumentative writing is a cornerstone of academic and professional communication, yet it remains a significant challenge for second-language (L2) learners. While Large Language Models (LLMs) show promise as components in automated feedback systems, their responses are often generic and lack the structural insight necessary for meaningful improvement. Existing Automated Essay Scoring (AES) systems, conversely, typically provide holistic scores without the kind of actionable, fine-grained advice that can guide concrete revisions. To bridge this systemic gap, we introduce ARGUS (Argument Understanding and Structured-feedback), a novel neuro-symbolic system that synergizes the semantic understanding of LLMs with the structured reasoning of Graph Neural Networks (GNNs). The ARGUS system architecture comprises three integrated modules: (1) an LLM-based parser transforms an essay into a structured argument graph; (2) a Relational Graph Convolutional Network (R-GCN) analyzes this symbolic structure to identify specific logical and structural flaws; and (3) this flaw analysis directly guides a conditional LLM to generate feedback that is not only contextually relevant but also pinpoints precise weaknesses in the student’s reasoning. We evaluate ARGUS on the Argument Annotated Essays corpus and on an additional set of 150 L2 persuasive essays collected from the same population to augment training of both the parser and the structural flaw detector. Our argument parsing module achieves a component identification F1-score of 90.4% and a relation identification F1-score of 86.1%. The R-GCN-based structural flaw detector attains a macro-averaged F1-score of 0.83 across the seven flaw categories, indicating that the enriched training data substantially improves its generalization. Most importantly, in a human evaluation study, feedback generated by the ARGUS system was rated as consistently and significantly more specific, accurate, actionable, and helpful than that from strong baselines, including a fine-tuned LLM and a zero-shot GPT-4. Our work demonstrates a robust systems engineering approach, grounding LLM-based feedback in GNN-driven structural analysis to create an intelligent teaching system that provides targeted, pedagogically valuable guidance for L2 student writers engaging with persuasive essays. Full article

In this paper, we continue the study of the thermodynamics of fluid elements in isothermal turbulent self-gravitating systems, presented by molecular clouds. We build the model again on the hypothesis that, locally, the turbulent kinetic energy per fluid element can be substituted for the macro-temperature of a gas of fluid elements. Also, we presume that the cloud has a fractal nature. The virial theorem is applicable to our system too (hence it is in a dynamical equilibrium). But, in contrast to the previous work, where the turbulent kinetic energy clearly dominates over the gravity, in the present paper, we assume that the virial relation $2E_{\mathrm{kin}}+E_{\mathrm{grav}}=0$ holds for the entire cloud. Hence, the cloud is a dense and strongly self-gravitating object. On that basis, we calculate the internal and the total energy per fluid element. Writing down the first principle of thermodynamics, we obtain the explicit form of the entropy increment. It demonstrates untypical behavior. In the range $0\le \beta <0.4$, for the turbulent scaling exponent, the entropy increment is positive, but in the interval $0.4<\beta \le 1$, it is negative, and for ${\beta }_{\mathrm{cr}}=0.4$, it is zero. The latter two regimes (negative and zero) cannot be explained from the classical point of view. However, we give some arguments for the reasons for these irregularities, and the main is that our cloud is an open self-organizing system driven by the gravity. Moreover, we study the system for critical points under the conditions of three thermodynamic ensembles: micro-canonical, canonical, and grand canonical. Only the canonical ensemble exhibits a critical point, which is a maximum of the free energy and corresponds to an unstable equilibrium of the system. Analysis of the equilibrium potentials also shows that the system resides in unstable states under all the conditions. We explain these results by prompting the hypothesis that the virialized cloud is in the final unstable state before its contraction and subsequent fragmentation or collapse. Full article

Argumentation is a key competence (as emphasized by the European Union) for lifelong learning and democratic participation. Written argumentation is a challenging task for students, and to date, no study has investigated the impact of a combined teaching approach of debating and SRSD writing lessons on written argumentation skills. This study addresses this gap by linking debating and SRSD writing lessons for the first time in grade 9 classrooms, employing a debating format and the Self-Regulated Strategy Development (SRSD) approach. We aimed to assess the impact of the combination of debating and SRSD writing lessons on the quality of students’ argumentative writing, examining text quality across school types (higher and lower academic track) and intervention sequences (debating–SRSD and SRSD–debating). This quasi-experimental study included 357 ninth-grade students from six rural and urban German schools, split between higher (57.9%) and lower (42.1%) academic tracks. Over four measurement points, the students participated in randomized debating or SRSD-based writing lessons, each comprising six 90-minute sessions conducted by trained coaches from the research team. Text quality was measured through standardized writing tasks and the double-blinded rating of text and language pragmatics quality on a six-point scale. Both interventions improved text quality, with significant gains observed in the post-tests, and gains were especially visible for lower-track students. This study demonstrates the effectiveness of linking debating and SRSD writing lessons in improving writing skills. Our findings support the inclusion of debating as a motivational precursor to writing, emphasizing adaptability in teaching strategies to accommodate diverse student needs. We recommend confirming these findings and informing broader curricular reforms in further research. Full article

This review synthesizes research from cognitive psychology and English for Academic Purposes (EAP) to propose a new conceptual framework for understanding and fostering international student success. It argues that traditional EAP approaches, while effective in developing analytical intelligence—evidenced by a focus on critical reading, argumentation, and source-based writing—provide an incomplete model for the multifaceted demands of global academia. Drawing on Robert Sternberg’s Triarchic Theory of Intelligence, this paper posits that “successful intelligence,” defined as the capacity to achieve one’s goals within a specific sociocultural context, is a more holistic and ecologically valid construct. It depends equally on creative intelligence (e.g., formulating novel research ideas, adapting to unfamiliar academic genres) and practical intelligence (e.g., navigating academic norms, acquiring tacit knowledge, demonstrating pragmatic competence in communication). This paper conducts a critical review of pedagogical practices within EAP that implicitly or explicitly cultivate these three interdependent intelligences. After providing a balanced overview of Sternberg’s theory, including its scholarly critiques, this review broadens its theoretical lens to incorporate complementary perspectives from sociocultural approaches to academic literacies. It systematically maps specific EAP tasks—such as source-based synthesis essays (analytical), research proposals for occluded genres (creative), and simulations of academic email communication (practical)—onto the components of the triarchic model. Drawing on this analysis, the paper concludes by proposing an integrated pedagogical framework, the “Triarchic EAP Model.” This model consciously balances the development of analytical, creative, and practical abilities through integrated tasks, explicit scaffolding, and a focus on transferability. It offers a more holistic approach to student support and strategically positions the EAP classroom as a unique environment for the cultivation and assessment of the multifaceted intellectual skills required for sustainable success in 21st-century global academia. Full article

Critical thinking, as a crucial component of 21st-century core competencies, poses significant challenges for effective assessment in educational evaluation. This study proposes an automated assessment method for critical thinking in middle school Chinese language based on a Bidirectional Encoder Representations from Transformers—Convolutional Neural Network (BERT-CNN) hybrid model, achieving a multi-dimensional quantitative assessment of students’ critical thinking performance in writing through the synergistic effect of deep semantic encoding and local feature extraction. The research constructs an annotated dataset containing 4827 argumentative essays from three middle school grades, employing expert scoring across nine dimensions of the Paul–Elder framework, and designs three types of logic chain extraction algorithms: argument–evidence mapping, causal reasoning chains, and rebuttal–support structures. Experimental results demonstrate that the BERT-CNN hybrid model achieves a Pearson correlation coefficient of 0.872 in overall assessment tasks and an average F1 score of 0.770 in logic chain recognition tasks, outperforming the traditional baseline methods tested in our experiments. Ablation experiments confirm the hierarchical contributions of semantic features (31.2%), syntactic features (24.1%), and logical markers (18.9%), while revealing the model’s limitations in assessing higher-order cognitive dimensions. The findings provide a feasible technical solution for the intelligent assessment of critical thinking, offering significant theoretical value and practical implications for advancing educational evaluation reform and personalized instruction. Full article