![]() University students across disciplines are often expected to write argumentative texts. Analysis of instructional materials, classroom discourse and data on students’ achievement on standardized external and formative internal assessments of writing over eighteen months indicates that growth in writing is related to pedagogical practices which include consistent use of a functional metalanguage in classroom modeling of exemplar texts and in feedback on students’ writing. A core aspect of the pedagogy implemented through the ELK project is the use of a shared metalanguage to make visible the patterns of language valued for discipline learning. This three year project was conducted in an Australian urban secondary school with 97.5% of students from language backgrounds other than English. We focus on the work of one teacher and her English class across the first eighteen months of a longitudinal design-based literacy research project, Embedding Literacies in the Key Learning Areas (ELK). In this paper we report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by a systemic functional linguistics, to support the writing of English Language Learners (ELLs) within middle years curriculum learning. This paper helps us in understanding the nature of feedback as well as understanding how to apply it with the goal of making our students stronger, more independent, and self-regulating writers. The paper includes an evaluation of how students respond to such feedback by sharing examples of students’ drafts, the feedback they received, and their responses to the feedback. ![]() The paper argues that feedback which is cohesive and coherent is not a collection of reactions to student’s errors/mistakes, but it is a thoughtfully and carefully drafted text which responds to a student’s writing based on an assessment of their needs. ![]() Cohesion in feedback can be defined in terms of its goals, audience, and organisation and coherence in terms of how instances of feedback work together to scaffold a student into developing a deeper understanding of issues in their writing. This paper, building on results from a large online embedded language and literacy development project, introduces the notions of ‘cohesion’ and ‘coherence’ in feedback and outlines steps that instructors can take to provide such feedback in their own contexts. These findings contribute to our understanding of interaction which targets the shared negotiation of meaning, and addresses the on-going challenge of developing pedagogic exchanges which offer explicit and effective support to students’ writing development. Our findings highlight that during online Joint Construction lessons, students were given explicit feedback and encouraged to seek clarification, raise queries, recast original contributions and respond to each other’s suggestions. Through whole-text genre analysis (Martin & Rose 2008), we will describe how the step of Joint Construction was adapted to an online learning context, in order to support the writing development of undergraduate applied linguistics students at the City University of Hong Kong. In particular, this paper focuses on the Joint Construction step of the Teaching Learning Cycle (Rothery & Stenglin 1994 Martin this volume). This paper concerns pedagogical approaches to literacy implemented in the Scaffolding Literacy in Academic and Tertiary Education (SLATE) project. Finally, the paper also identifies some socioeconomic implications of this work and explicitly supports the need to recognise and empower local (including endangered) languages through TEDL. The paper includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this paper introduces the concept of Teaching English as a Dynamic Language (TEDL). This paper, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. ELF, World Englishes, ESP, genre theories, etc.) however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g.
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