English Teaching: Practice and Critique
Volume 6, Number 1 (May 2007): Focus: Composition in the English/literacy classroom
Co-editors: Debra Myhill (Graduate School of Education, University of Exeter) and Terry Locke (University of Waikato, New Zealand)
Rationale: Volume 6, Number 1 of English Teaching: Practice and Critique
focuses on composition in the English/literacy classroom and takes a global and inter-disciplinary view of composition
of text in the 21st Century. The articles in this issue represent a diverse set of perspectives on the writing process, including a diversity of theoretical orientations, from the socio-cultural emphasis of Nahechewsky's piece, to the more cognitive stance of Silver and Lee's consideration of feedback, and the socio-linguistic discourse analysis of Davidson's enquiries into young writers' talk during writing. They represent culturally and internationally diverse contexts for writing, from Canada, Australia and England to Vietnam, Singapore and Taiwan; and address compositional isues for both L1 and L2 writers. Common to all, however, is a concern to understand what it is that writers do when they write, and how teaching can better meet students' needs and interests.