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Lana: As I was running a little late hoping that I could make it to the meeting on time, I quickly looked at my phone to see how much time I had left and then I realized that I wasn't prepared on what floor the meeting was. Throughout the little amount of time I had, I eventually bumped into a big table that included the meeting that I needed to attend.

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Raffaella: Yes, Matthew I would love to start this discussion. When it comes to my research, talks about how self-regulated learning is to understand how beginning academic writers develop the ability to participate in communicative practices of academic written communication. It's best to investigate how this awareness changes over time and how it relates to students' perceptions of metacognitive in their writing. To continue on a suggestion for students is their conditional metacognitive awareness and their understanding of how to adapt writing approaches.

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Thomas: nodding*, Sorry to interrupt but to continue with adapting writing approaches, there is still a lack of bottom-up research, which looks into the experience of writing for publication in English from the perspective of novice scholars.

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Thomas: pauses and takes a sip of coffee* I'm sorry I was a little thirsty but continuing, my research used interviews and feedback comments to portray the socially situated story which showed how peer feedback was pivotal in achieving publication.

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Robyn: Oh yes! sorry to interrupt. But writing approaches don't only mainly focus on students but also focus on people who are trying to teach. Such as my research included twenty successful essays written by trainee teachers who showed forms of descriptive writing such as naming and reporting are inherent to students' attempts at critical analysis. This gives descriptive writing an important role in disciplinary learning for novice students.

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Matthew: Yes, as I mentioned towards the beginning of our conversation that we had, I mentioned that my research is a technique on how business communication students perceive an outlining process. This can also mean outlining is part of the process, such as in my research it involved having students in two business communication sections complete a survey regarding outlining perceptions and reasons for outlining or not. This indicates that there are students who perceive outlining as more useful if their outlining process includes both organization and content exploration, which can be less useful if it excludes organization or content exploration.

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Koray: As I would love to explain more about "Technique", one example I will be including firstly is an abstract sense of no particular comprehensive characterization of writing in design. Instead, I identified studies in design education literature with three categories: conceptual and empirical studies, as well as instructional cases. There is a wide range of writing formats where writing can promote processes in developing skills and utilizing tools regarding design.

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Thomas: That is a good point Koray, but I also want to disagree a little and state that private writing techniques of journaling and freewriting are underexploited in academic writing instruction. Instead, they are only seen as a form of pre-writing and are criticized which results in different disciplinary contexts, as with writers of different levels of expertise/competence. As a result, writing a social practice approach draws towards a conceptual framework of conception of learning development.

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Ainscough: Although Koray's and Thomas's research gave a good example of one representing writing in design and the other including private writing, I would like to share my difference in technique with myself and my colleagues who unfortunately couldn't make it to this discussion. We wanted to get more in-depth with learning strategies that are rarely taught at university, making it difficult for students to learn new strategies, if their way of learning has not been effective or effective. A technique we used was a small group peer discussion board as an avenue for sharing learning strategies with students taking scientific classes. As resulting students found the discussion boards to be useful as a source of new learning strategies and insights into how others learn.

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Koray: Sorry to interrupt Ainscough, but I would like to add on with another technique example I used was the aligned Computer-Aided Design (CAD) course, the outcomes were with the knowledge types classified for the CAD learning process. Based on these outcomes, two learning activities were developed telling-to-peer and writing-to-peer, these activities put novice CAD learners into how they can construct and reconstruct knowledge while conveying to prejudge the audience.

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Koray: Yes Lana. The telling-to-peer referred to a tutoring experience in which there were commands to their classmates but the tutorials in this course functioned as a writing-to-peer where the learners were asked to prepare for a certain audience. But to continue, we aligned this learning activity through an assessment task.

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Ainscough: Gives eye contact to Koray* But mind you Koray other outcomes may be involved with your technique such as with my technique students learned about new strategies from each other based on the discussion boards, being useful as a source of learning a new technique of insights on how others learn. Although the discussion boards provided an outlook for students to learn a new technique from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.

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Koray: Nods head* Yes, I agree with you Ainscough. But to get insights, especially about learning activities from students, there had to be a model associating the knowledge types with learning outcomes in terms of their complexities developed for CAD courses.

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Matthew: Coughs* " Alrighty"... looks at Lana* I'm sorry Lana if this was a lot of information thrown at you, but we all are hoping you were able to understand our discussion based on two different strategies.

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Matthew: Hello Lana! I am glad you can make it to the meeting, as you know I am a publisher who is researching a technique on how business communication students perceive an outlining process. But my question to you and my friends who are publishers, is since you are new to our organization you hear our discussion about a topic that involves two different strategies.

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Lana: I would love to hear what your discussion will be about! (pulling out a notebook to take notes*) .

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Matthew: I am glad to hear that you are willing to hear us out and experience your first meeting and we will introduce you to new strategies, Lana! but one thing I can tell you that you will learn from us six publishers is that out of six publishers... four out of the six are focusing on research while the other two are focusing on techniques including someone from "research" so technically three are focusing on research. But to move on, why won't Raffaella start the discussion of research strategy?

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Lana: Wait, so does adapting to new writing approaches only mainly focus on students or does it also include people who are also trying to teach?

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Lana : Oh wow! so, does this also follow along with a student trying to start an outline?

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Lana: I am mind blown by all the different strategies that are used to present one of the strategies "Research" that was presented by every one of you. I can only imagine the other "Technique" strategy that your other publishers are going to share with me.

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Lana: I'm sorry to interrupt Koray, but did the telling-to-peer refer to writing-to-peer?

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Lana: Looks a little flustered* Wow! I am just amazed by a topic that involves two different strategies and eventually branches out with plenty of examples that each of your publishers represented Technique or Research. But oh my! I was able to understand more about your topic and was able to write down important keywords in my notes, I just wanted to tell every one of you that your discussion attracted my attention, and I am happy that I was able to understand the difference between Technique and Research when learning a new strategy and I will for sure use these strategies in my life when I use it in the real world thank you for my first experience of a meeting and I hope to attend one soon. Walks away*

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Changed the formatting*