The purpose of this study was to examine the role of writing self-efficacy and writing strategy in writing performance. To this aim, 110 Participants filled out two questionnaires including writing self-efficacy questionnaire and writing strategy questionnaire and composed an argumentative writing and a narrative writing chosen from TOEFL writing tasks. The data showed no significant relationship between writing self-efficacy and writing strategy use. There was a significant relationship between writing self-efficacy and writing achievement. Furthermore, a negative relationship was found between writing strategy and writing performance. Results of multiple regression showed that writing self-efficacy was the only significant predictor of writing performance. The outcomes of this study can help  teachers to improve their students’ writing.

This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades). The main tool of the research is a taxonomy designed within writing continuum and in accordance to the writing tasks of Persian writing textbooks. The research method of this paper is descriptive-analytic. At first the writing tasks of Persian writing textbooks were accounted and they were classified according to the proposed taxonomy. The data has been analyzed by using (SPSS 20). Results from the codification of 386 tasks showed that the distribution of the items in the taxonomy is not the same. The majority of writing tasks in the writing textbooks (70, 46 %) has been allocated to controlled writing emphasizing on improving the language knowledge and basic lower-level writing skills. It shows that the product-approach is the dominant approach in Persian writing textbooks used at primary schools (4th, 5th and 6th grades). So the textbook designers should pay attention the balance between basic skills and higher-level ones in writing skill. In addition, a significant difference was found between writing tasks of the textbooks in their inclusion of different levels of the taxonomy. It can also be said that as the students proceed to higher grades and their language knowledge and background knowledge develop, the level of writing task designing gets higher. Extended Abstract: Writing is a way to produce the language which comes from our thought. Nunan (2003) claimed that learning to write fluently and expressively is the most difficult of four language skills for all students.For this reason, there should be appropriate materials, which cater for the students needs. This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades). The main tool of the research is a taxonomy designed within the framework of previous researchers (Juriah, 2015; Hartanti, 2011; Dickson, 2001; Verghase, 1989& …) and in accordance to the writing tasks of Persian writing textbooks. According to Hyland (2003), since the development of the writing as a distinctive area of scholarship, two major approaches have been introduced: product-oriented approach and process-oriented approach. Product approach sees writing as being primarily about linguistic knowledge. This approach may include the skills of getting the grammar right, having a range of vocabulary, punctuating meaningfully, using the conventions of layout correctly, e.g. in letters, spelling accurately, using a range of sentence structures.The process approach stresses the composing processes of planning, drafting, and revising.The major aim of the process approach is to train writers how to generate ideas for writing,plan  these  ideas, draft and redraft in order to produce a final written paper that is likely to communicate their own ideas.  Various studies (Verghase, 1989; Dickson, 2001; Hartanti, 2011 &… ) stress the three stages in teaching writing skill: a) controlled writing b) guided writing c) free writing.The controlled writing  emphasizesaccuracy rather than fluency. It focuses on the structural aspect of the language and neglects its communicative aspect. The guided writing concerns with the organization of the material which is given. (Verghase, 1989). Dickson (2001) introduces some prompts to be used  by the teacher or the textbook in guided writing such as pictures, proverbs, short stories and so on. These activities facilitate the act of writing for the students. Free writing means that the students write without any interference, and are encouraged to emphasize content and fluency first.When adopting this method, one should not feel concerned with grammar, punctuation, spelling or style. While free-writing the writer should not reread what s/he has already written. Rather, if stuck on what to write next, just continue to write anything that comes to mind or rewrite the last word until another idea comes to mind. According to Raimes’s (1983) study, for controlled writing students need the following components of writing: syntax, grammar, mechanics, and word choice. In contrast, free writing requires all of Raimes’s components of writing: syntax, grammar, mechanics, word choice, organization, content, the writer’s process, audience, and purpose. The research method of this paper is descriptive-analytic. At first the writing tasks of Persian writing textbooks were accounted and they were classified according to the proposed taxonomy. The data has been analyzed by using (SPSS 20). Results from the codification of 386 tasks showed that the distribution of the items in the taxonomy is not the same. The majority of writing tasks in the writing textbooks (70, 46 %) has been allocated to controlled writing emphasizing on improving the language knowledge and basic lower-level writing activities. It shows that the product-approach is the dominant approach in Persian writing textbooks used at primary schools (4th, 5th and 6th grades). In addition, a significant difference was found between writing tasks of the textbooks in their inclusion of different levels of the taxonomy. It can also be said that as the students proceed to higher grades and their language knowledge and background knowledge develop, the level of writing task designing gets higher. The textbook designers should pay attention the balance between basic activities and higher-level ones in writing skill. However, it is dangerous to rely on any single group of writing activities, because each of the three kinds of writing activities has its own function and plays an important role in developing students’ writing abilities. Not only grammatical learning for understanding language functions and usage but also activities such as guided writing incorporated into free composition will encourage students to write their own thoughts. Therefore, writing instruction should aim to develop students’ practical communication abilities by proactively increasing the opportunities for free writing. However, because the analyzed textbooks included so few guided writing tasks and so many controlled writing tasks, it is better to be included enough guided writing tasks serving as a bridge to greater ability in free writing. The findings of this study can be used both by the textbook designers and teachers.

The present study examines the motives and purpose of the authors of mystical texts in writing their works. In this regard, fifty mystical books from different types of mystical writings of Persian prose have been selected and the motives for their authorship have been analyzed. Some of the authors of these works have mentioned several purposes for writing their works. Thus, he motives for writing these texts were determined in order of frequency and were classified into eleven cases and the approximate percentage of each was determined as 1)Writing at the request of friends and disciples (19%), 2) Writing without mentioning a specific reason or motive (17%), 3) Writing with the motive of preserving the sayings of elders (11%), 4) Writing in reaction against claimants and corruption of the sect (9%), 5) Writing for the purpose of public education in the Persian language (8%), 6) Writing with the intention of presenting to the elders (8%), 7) Writing of the work with the intention of leaving a souvenir (7%), 8) Writing in order to answers to questions (5%), 9) Writing with the intention of expansion Previous Short Works (3%), 10) Writing by Occult Inspiration (3%), and 11), and Writing motivated to express grief (2%).

This study aims to compare and evaluate the impact of strategy-based and process-based writing instruction on the strategic self-regulated writing in EFL essay writing. To this end, 60 Persian speaking subjects in two groups of 30 were selected using TOEFL test as an indicator. Before the training, all learners wrote an essay (pre-test) on a graph. Then, a coach trained Strategic Self-Regulated Writing strategies using a strategy-based instruction to the experimental group and process-based writing to control group at sixteen sessions. Finally, the learners, with a questionnaire, wrote one essay and after two weeks they wrote another essay similar to pretest. Two coaches evaluated articles using the IELTS score. Using SPANOVA analysis, it was determined that the strategy-based instruction in using strategic self-regulation writing strategies was more effective in essay writing; and among three variables of age, sex, and proficiency level, the effect of age was more important in essay writing. Therefore, the teaching of writing strategies using a strategy-based instruction should be a part of writing pedagogy.

AbstractThe present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) filled out Facione and Facione’s (1993) California Critical Thinking Skills Test-form B (CCRST), Petric and Czarl’s (2003) Writing Strategy Questionnaire (WSQ), Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI), and the second task of the academic version of IELTS exam. Multiple correlation analyses revealed a significant positive relationship between L2 writing performance and writing strategy use; and L2 writing performance and critical thinking. Results also revealed a significant negative relationship between L2 writing performance and L2 writing anxiety. Furthermore, it was found that L2 writing anxiety was a stronger predictor of L2 writing performance. Additionally, the results of one-way MANOVA showed a significant difference between Iranian male and female EFL learners regarding both their L2 writing performance and L2 writing anxiety. These results emphasize the inclusion of pre-planned writing sessions for Iranian EFL learners which can help foster critical thinking skills and writing strategy use, reduce L2 writing anxiety and hopefully, improve their L2 writing ability. Key words: Critical thinking, EFL learners, L2 writing anxiety, L2 writing performance, writing strategy use.

Many students, both at tertiary and secondary level, consider writing for academic purposes as a challenging task. It is of prime importance that students have sufficient content knowledge and basic understanding of different writing strategies to write coherent and cohesive texts. This study unveils the impact of writing strategy instruction on writing strategy use and performance of 40 undergraduates enrolled in an Academic and Professional Writing course. The design of the current study was experimental and data were collected using a questionnaire and students’ essays. The results of the t-test present that writing strategies training could be imparted to the students to improve their overall writing. The treatment group showed a significant improvement in their writing performance and writing strategy use after receiving strategy instructions. The study recommends explicit writing strategy instruction be incorporated into English writing courses and learners be encouraged to use them in their writing tasks.

Studying Islamic manuscripts and different art, which enriched them as masterpieces show that different factors and elements are employed to obtain artistic vision and composition. Calligraphers, painters and illuminators works of art are unified in a pleasant and beautiful appearance. The Islamic manuscripts are written in different types of scripts, languages but almost all of them are written in Arabic alphabet, which is written from right to left. A ruler called Mastar is used to adjusting text rows in the pages. However, sometime the text is written diagonal. One of the factors, which caused to develop a new form of writing and as its consequence, a new form of combination in calligraphy and painting in Persian manuscripts, which is writing texts diagonally. Writing diagonally started at first in the scientific manuscripts and it developed in the 9th century while Nastaliq script selected for writing artistic manuscripts. Then in Safavid (1501-1721 A.D) and Qajar (1796-1925 A.D), periods writing texts diagonally became more complicated somewhere it is heard to read the text. Writing text diagonal resulted in a variety in page layout and also it resulted in using all the page space for writing. Writing text diagonally in Islamic manuscripts at first was appeared in scientific manuscripts. In Addition, some necessaries such as lack of enough space for writing, comments, corrections or translations caused to write text diagonally. Writing diagonally at first was appeared inevitable but Muslim artist used it as a decorative element in the page layout. The diagonal texts in first poetry books are special words, which separate prose text from poems. In scientific manuscripts, the words, which were written in the tables, were diagonal due to   the length of the words and limited spaces for writing. Writing diagonally then appeared in the last part of text, in the end of manuscripts or before a painting or illumination in the manuscripts. The oldest manuscripts which have diagonal writing in the text is a work of Saadi belongs to 721 Hijri .Writing texts diagonally then was extended to margins and made a different type of layout. This enable copyist to write different works in a codex, but also it created a diagonal illumination:  Diagonal Tazhib, on top of diagonal text, which became a usual ornament in Shiraz manuscripts .The oldest manuscript which have some complete works in margins, which are written diagonally, is a collected work from 754-756 Hijri. Making texts diagonal are often seen in literary texts and became a main factor in manuscript layout .There is not a study on the origin of diagonal writing and its improvement. The authors here try to find the early manuscripts with diagonal writing, how it became a decorative factor and how it influenced other elements in manuscript decoration. Diagonal writing both as artistic calligraphy or usual handwritings are studied here .Some early manuscripts studied and the oldest diagonal writing were identified from 10th century, which appeared in scientific manuscripts before literary works.

Today the most common formal communication tool in social systems is writing so that formalization as one of the main structural dimensions of organization is measured in terms of the written rules level. Confidence-building of writing in administrative relationships is so that lawyers consider written documents as one of evidences in courts. As far as the validity of written documents exceeded spoken words. However, in Shiite jurisprudence, there is disagreement on the validity of Writing in making administrative decisions and contracts. In this study, taking a qualitative content analysis approach, we examined the position of writing in the Holy Quran and the traditions of Imams (as), and discussed the reasons for writing validity in administrative relations. Findings show that writing and written communication has juridical validity because of trust and confidence building in interrelationships. Besides, traditions of Imams (as) confirm it. Analysis of contrary evidences shows that writing may not be essentially valid but since it is a means of intention discovery, receive validity. Compared with spoken words, even higher validity of writing can be inferred from some juridical reasons.

The study of individual difference variables in the realm of written feedback is one of the significant lines of research which has been reinvigorated in the last few years. These variables are believed to affect both students’ engagement with feedback and their writing improvement. The present correlational study investi- gated the relationship between EFL students’ implicit theories of writing intelligence, writing motivation and attitudes toward written feedback. In so doing, 110 intermediate English language learners took three questionnaires, namely Implicit Theories of Writing Intelligence, Orientation toward Corrective Feedback, and Writing Motivation. The findings of the present study indicated that EFL students’ incremental theory of writing intelligence positively correlated with their writing motivation and feedback seeking orientation. On the other hand, EFL students’ entity theory of writing intelligence negatively correlated with their writ- ing motivation and positively correlated with their feedback avoiding orientation. In other words, those EFL learners who believed in the plasticity of their cognitive abilities were of higher writing motivation and feedback seeking orientation levels than those participants who believed that their writing ability was a fixed entity, which could not be extended.

The use of Web 2.0 technology in language education has received much research attention quite recently. In an attempt to shed more light on the use of Google Docs as a kind of Web 2.0 technology in language learning, the purpose of the present study was to compare the effects of online collaborative writing using Google Docs and collaborative writing in a face-to-face classroom on the writing performance and writing self-regulation of EFL learners.  A sample of 38 homogeneous intermediate learners was recruited as the participants who were then randomly divided to an experimental group (N= 19) and a control group (N= 19). The participants of the experimental group received online collaborative writing using Google Docs while the control group received collaborative writing in the face-to-face classroom.  Two timed-writing tasks and the Second Language Writing Self-regulation (SLWS) scale were administered to gather the data. The results obtained from performing paired-samples t-tests and ANCOVA revealed that collaborative writing both via using Google Docs and in the face-to-face classroom significantly enhanced the writing performance and writing self-regulation of the participants. However, the gains experienced by the experimental group were significantly higher than those experienced by the control group.  Pedagogical implications for Google Docs supported collaborative writing are finally discussed.