Successful indie developers like Tom Francis (one of the attendees at Stugan and the guy behind crossover hit Gunpoint) write development blogs and talk about their design issues in video updates.
This situation may perhaps inhibit Japanese learners' writing development.
This article reviews key developmental theories that have been adopted by writing development researchers over the last fifty years.
The quality implementation of these two (computer and peers) is the key element for students' writing development.
Detailed qualitative analysis of these students' writing sheds light on the intricacies of writing development, which can help teachers anticipate and mitigate potential challenges.
The documentation of writing development across years in the school subjects under investigation led the researchers to propose a framework for writing programs in various school subjects.
To date there has been very little research on the impact of living and studying in the L2 environment on learners' L2 writing development.
To design genre-based syllabi that can promote both language and writing development, the study also attempts to link genre to task (Norris, 2009).
It describes how researchers have translated these theories into definitions of writing development capable of influencing curricular design and interpretations of student writing and explores the implications for assessment extended by each theory.
In writing classes, the ways teachers choose to express their feedback can affect both students' reactions to it and the extent to which they use it in their revisions, and may have a significant impact on writing development.
