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This paper contrasts students' perceptions of feedback practices on written texts and their utilization of the feedback against formative assessment pedagogy. It uses observations of nine lessons of English writing in combination with semi-structured interviews of 39 first year upper secondary students in Norway. The findings show that students in general appreciate the feedback, but have diverging views about the different types and forms of feedback provided. The majority want to have one-to-one discussions with the teacher about their texts in addition to written feedback, and to receive more specific comments on both content and language. Most are content to use feedback in a delayed fashion, as a reference point for future writings. This is a result from the working routine in the classrooms where feedback in most cases comes with a grade – without a strict requirement to follow-up comprehensively, with the exception of correcting language errors. The findings highlight the primacy of form in the feedback provided and, in more than one way, poor quality formative feedback from the students' perspective. It concludes that in order to maximize the formative potential of feedback there is a need to make it more usable, e.g. by giving it to ungraded texts and asking students to produce improved work based on feedback.

There is no law making without law writing. Creating an act of law means organizing (coding) a rule into a strictly designed form. That form and the knowledge of coding allows a reader to extract rules from statues. The knowledge necessary for law writing includes but is not limited to the following elements of acts of law: statues, directives, editing, text structure, rules for amending and unifying etc. Development of legislative techniques and quality control in law writing are necessary to provide high quality law that citizens can trust.

The major and foremost aim of the research had been to observe an effect of (CLT) communicative language teaching approach on functional writing skills among 9th graders in Pakistani high schools. Relevant literature revealed that functional writing skills can be increased through (CLT) communicative language teaching approach. Quasi Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. The pre-test was the same, and it had been used as the post-test as well. Creative compositions related to functional writing skills were examined carefully and were marked as per scoring rubrics. The (CLT) communicative language teaching approach is recommended for English teaching specifically writingrelated tasks in the subject of English.

This article surveys some of the more interesting writings on Dutch urban history over the last decade against the background of the older literature of the subject. It also deals briefly with some current research projects. The choice of what to include has perforce been a subjective one since the field itself is so vast, but an effort has been made to indicate the main stream of historical research now going on. How much more widely that field might have been drawn is perhaps indicated by the subjects that have been relatively neglected: education, town planning, housing and rents, wage movements, patterns of consumption, leisure pursuits, retail distribution.

According to an ancient Chinese proverb, "if you give a hungry man a meal, you will fill his belly for only one day; but if you teach him how to fish , he will be able to feed himself for the rest of his life." The proverb reminds us of the wisdom of self-sufficiency and the necessity of long-term planning to solve or prevent problems.

This paper reviews issues and early findings in the cross-linguistic study of alphabetic spelling development. The primary focus is on the effects that differences in orthographic consistency might have on the process of learning to spell across alphabetic writing systems. General characteristics of alphabetic writing systems are summarized, and various indicators of orthographic consistency are discussed for one consistent (Czech) and two inconsistent (English, French) orthographies. Then, against a model of spelling development in English, the results of several studies of spelling development in relatively more consistent orthographies are considered. Together, the current findings suggest that the core component skills underlying spelling development, namely, phonological awareness and letter knowledge, are similar across alphabetic languages. However, the degree of consistency of an orthography seems to play an important mediating role in determining the rate of learning to spell. The extent to which consistency interacts with the processes underlying spelling development cannot yet be determined, however current data suggest that the early learning process is fundamentally similar across alphabetic orthographies.

Salah satu permasalahan utama bagi guru di Indonesia adalah rendahnya kuantitas dan kualitas karya ilmiah yang dibuat oleh guru. Padahal ditinjau dari sisi administrasi, menulis karya ilmiah merupakan salah satu syarat utama bagi guru untuk kenaikan golongan kepangkatan guru sebagai bentuk pengembangan keprofesian berkelanjutan. Oleh karena itu, diperlukan pendampingan bagi guru dalam menulis karya ilmiah. Kegiatan pendampingan ini dilakukan secara virtual, sesuai dengan anjuran pemerintah untuk melakukan social distancing selama masa pandemi. Peserta pendampingan terdiri dari 214 guru dari berbagai jenjang pendidikan yang tersebar dari berbagai daerah di Indonesia. Metode pelaksanaan kegiatan pengabdian ini meliputi: (1) penyampaian materi mengenai Karya Tulis Ilmiah (KTI); (2) pemberian pemahaman mengenai pentingnya menulis karya ilmiah bagi guru dan tenaga pendidik; (3) sesi diskusi dan tanya jawab dengan memberikan kesempatan bagi guru dan tenaga pendidik terkait penulisan karya ilmiah; (4) memberikan gambaran dan simulasi tentang penulisan karya ilmiah; (5) evaluasi hasil dari kegiatan yang telah dilakukan. Tanggapan peserta dalam kegiatan ini sangat antusias, sehingga direncanakan kegiatan lanjutan berupa bimbingan teknis penulisan KTI secara lebih intensif. One of the main problems for teachers in Indonesia is the low quantity and quality of scientific work made by teachers. Whereas in terms of administration, writing scientific work is one of the main requirements for teachers to increase the rank of teachers as a form of sustainable professional development. Therefore, assistance is needed for teachers in writing scientific work. This mentoring activity is carried out virtually, in accordance with the government's recommendation to conduct social distancing during the pandemic. The mentoring participants consisted of 214 teachers from various levels of education spread from various regions in Indonesia. Methods of implementation of this devotional activities include: (1) the delivery of material on Scientific Papers (KTI); (2) providing an understanding of the importance of writing scientific work for teachers and educators; (3) discussion and question and answer sessions by providing opportunities for teachers and educators related to the writing of scientific works; (4) provide an overview and simulation of the writing of scientific works; (5) evaluation of the results of the activities that have been carried out. The response of participants in this activity was very enthusiastic, so that the planned follow-up activities in the form of technical guidance on writing KTI more intensively.

We write collectively and collaboratively to make more visible writing qualitatively and supporting writing qualitatively, both of which we approach as the process of embodied relational writing, to ourselves and to Others. We even consider that writing qualitatively always has an invisible prefix of supporting before it since the practice is not possible without multiple supports. From our different positionalities as a Black doctoral candidate, a white writing center director, and an Asian faculty, we write a collective autoethnography as an inquiry to examine what we do, how we do it, and what it produces when we are supporting (and) writing qualitatively in our private, teaching-oriented, regional, predominantly white institutional context where doctoral programs offer only one qualitative research course. What our writing reveals is that supporting writing qualitatively is possible only when we live/work together—stay long enough—in that in-between space of you know that I will not understand and you pray for me to understand. In this space, we get entangled with each other's multiple relationships with our selves, Others, and errantries, which, in turn, changes each of us, our relation, and this writing.

This article concerns how writing, collaborative writing in particular, acts: how it moves, how it resists, how it does, the four humans writing alongside our co-authoring 'materials' – a guitar, for instance – and other more-than-human co-authors, such as affect, friendship, time. We explore writing against systems of oppression and writing through materials of resistance. Writing through can ignite the seething potentiality of a breaking through, and a writing towards the not-yet-known of other lives. We sense this as an unleashing that can act as a challenge to the self-perpetuating autopoieses that neoliberal autonomies and competitive frameworks require. Writing through materials of resistance offers an inducement to work towards the social capaciousness and the thinking with those collective orientations. Writing through refuses the surrender of freedom and offers, through practices of speculation, fabulation and experimentation, an animation of movement that can tap into the capacious fugitive energies of emergent and new collective futures.