@article{oai:nagoya.repo.nii.ac.jp:00024997, author = {Wadden, Paul and Peterson, John}, journal = {NU ideas}, month = {Dec}, note = {Acknowledging the diverse contexts in which university lecturers teach writing, particularly in Japan, this article offers a number of “best practices” for composition pedagogy within a broad rhetorical framework. These practices advocate writing instruction as an integrated readingresearching- writing-revising process that includes―in addition to the conventional elements of brainstorming, organizing, drafting, and editing―cultivation of meta-skills and habits of mind beneficial to the long-term development of deep writing skills. While prescribing universal principles for writing instruction amounts to a theoretical and pedagogical overreach, the practical principles in this discussion are elaborated for composition instructors to adapt and adopt―and debate and discard―as fits their courses and classrooms., Special issue: Proceedings of the Third International Symposium on Academic Writing and Critical Thinking}, pages = {11--18}, title = {Best Practices for Teaching Academic Writing : A Guide for University Teachers in Japan (and Elsewhere)}, volume = {6}, year = {2017} }