Postmodernism is an elusive concept when we attempt to connect it to educational research methodologies. This paper is a review of the literature regarding postmodernist research methodologies in education.

The instructional model presented is based upon the premise that abstracts and critiques are initial stages of scholarly writing. The pedagogy described is grounded in principles of effective lesson planning, instruction, and evaluation techniques. Step 1: 'Laying the Foundation' describes how to teach students the difference between 'good term paper' writing and scholarly writing. Step 2: 'Communicating Expectations and Evaluation Criteria' presents the content and use of guidelines and rubric. Step 3: 'Scaffolding for Success' outlines the use of journals, peer review, specific instruction, and resources. Initial students' success and positive feedback suggest that this instructional model has merit.

The study examines AP5 students' and instructors' attitudes toward ESL writing feedback. The survey research took place in the English Learning Centre (ELC) at Vancouver Island University (VIU) in the Spring of 2016. VIU is a small degree granting university located in Nanaimo, on Vancouver Island. The English Learning Centre is part of the Faculty of International Education, and ESL students come here to study pre-academic English language skills in order to become ready for their university courses. There are approximately 200 students enrolled in our ELC. The survey results showed an equal preference for typed and handwritten feedback, with female students preferring hand written, and other forms of feedback while male students prefer typed feedback. The instructors surveyed prefer giving feedback orally.