C9090 - DIDATTICA DELLA SCRITTURA L1 E L2 (LM)

Learning outcomes

At the end of the course, students will be familiar with the scientific principles underlying the teaching of writing, the models and theoretical and pedagogical approaches that have shaped modern research on writing, and the similarities and differences between writing in L1 and L2. They will be able to recognise the implications for teaching, particularly in relation to metacognitive skills, and will be able to develop teaching proposals appropriate to the different learning contexts.

Course contents

The course aims to provide students with an introduction to theoretical and applied study of “writing instruction,” considered as both a field of research and a pedagogical practice aimed at developing “writing proficiency”—a fundamental skill in both L1 and L2 as well as a cross-curricular skill, at both the high school and university levels. Key topics covered in the course will include: the main descriptive models of the writing process and of writing as a social practice; the cognitive and metacognitive strategies involved in text composition; the relationship between reading and writing, as well as between writing and rewriting, drawing on research from textual linguistics. Emphasis will be placed on the concepts of “textuality” and “academic literacies.” Within this framework, we will also address academic vocabulary and “corrective feedback” (from teachers and peers).

In the current age of artificial intelligence (AI), a “pedagogy of writing” must inevitably deal with the tools offered by AI and the many implications arising from their use. We will therefore examine some aspects related to the application of these tools in the learning and teaching of writing. Our guiding principle in this part of the course will be the assumption that, to develop the skills necessary for the effective and ethical use of Generative Artificial Intelligence (GenAI), “students must have a foundational understanding of reading, writing, information literacy, and digital literacy. These layered literacies [are] needed to participate in the metacognitive work required of GenAI. This metacognitive work involves an awareness of one’s own learning processes and patterns ((Bell, Hayward Marcum, 2026).

The course includes classroom activities and exercises on the topics mentioned, focused both individually and as a whole.

The course will take place during the second semester (2027).

Readings/Bibliography

• Massimo Palerno, Scrivere è bene, riscrivere è meglio. Prove ragionate di (ri)scrittura, Ed. Laterza 2026.
• Filippo Pecorari, La punteggiatura per scrivere meglio, Franco Cesati Editore 2024.
• R. Pugliese, “Scrivere all’università: ricerche, applicazioni, prospettive”, in R. Grassi (a cura di), La scrittura per l'apprendimento dell'italiano L2, Franco Cesati Ed. 2020, pp.171-207.
• Davide Mastrantonio, “Il dizionario dell’italiano accademico (DIA): come sono strutturate le voci e cosa sappiamo del lessico accademico dopo il progetto DIA”, in Italiano LinguaDue, 17(2), 2025, pp.1-33. https://doi.org/10.54103/2037-3597/30529
• Alan Hirvela, Ken Hyland, Rosa M. Manchón “Dimensions in L2 writing theory and research: learning to write and writing to learn”, in Rosa M. Manchón, Paul Kei Matsuda (Eds.), Handbook of Second and Foreign Language Writing, De Gruyter Mouton, 2016, pp. 45-64.
• Tegan Little, Phillip Dawson, David Boud & Joanna Tai, “What does it take to provide effective peer feedback?” in Assessment & Evaluation in Higher Education, 50/5, 2025, pp.775-786.
• Ken Hyland, “Writing in the AI era: Rethinking writing, research and teaching”, in Journal of Second Language Writing 72, 101302, 2026, pp.1-8.

The complete reading list will include two additional short articles and will be provided during the course sessions.

 

Teaching methods

Lectures, seminar discussions, and practical exercises in class (in small groups, in pairs, and individually).

Assessment methods

The exam consists of (a) a written in-class examination focusing on aspects of textuality and (re)writing discussed in class, and (b) an oral exam aimed at assessing the knowledge and skills acquired regarding the theoretical and practical aspects covered in the required readings. The criteria for evaluating students' answers will primarily be: accuracy and depth of content; the ability to make connections between topics; clear presentation; and appropriate vocabulary. The criteria for evaluating the written exam will be: the relevance of the answers to the questions asked; the level of knowledge of the topics covered in the exam; and proper use of language.

The overall exam grade will be determined by the sum of the two partial scores obtained on the written and oral exams.

 

Students with SLDs or temporary or permanent disabilities:

we suggest that you contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) and your teacher immediately to work together to find the most effective strategies for attending classes and/or preparing for exams.

Any requests for exam accommodations must be made at least 15 days before the date of the exam, by sending an email to the teacher and copying (Cc) the email address disabilita@unibo.it [mailto:disabilita@unibo.it] (in case of disability) or dsa@unibo.it [mailto:dsa@unibo.it] (for students with Specific Learning Difficulties).

Teaching tools

PowerPoint presentations, handouts, websites, digital resources.

Office hours

See the website of Rosa Pugliese

See the website of Zuzana Toth