The study aims to discuss of the implementation process for writing to learn activities. The document review method has been used in the research containing qualitative data. Data were obtained from scientific articles, books, and presentations containing information about the general characteristics of process-oriented writing and writing to…

The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the…

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well…

Writing is a crucial means of communicating with others and thus vital to success and survival in modern society. This article provides an overview of recent research and key findings about writing, including the roles of cognitive and social processes during writing, and educational research on how to improve writing proficiency. Writing…

Clinical Question: Would Spanish-speaking ELL students who struggle to learn to write (P) benefit more from a writing intervention that addresses cognitive (executive function) and social well-being (motivation, peer inclusion) (I), or writing intervention strategies that address written language text macrostructure or microstructure only (C), as…

Analyzes the document review process in organizations as described in the literature and describes 1 real-life case at the General Accounting Office in which 20 drafts are written and 9 people review them a total of 31 times. Discusses additional research needed to prepare students for this process. (SR)

Describes recent advances in writing analysis and their implications for English as a second language writing instruction. The principal theme emphasized is that text analysis of written products, which complements process-centered research, is needed for an integrated theory of writing. (Author/CB)

Demonstrates how an integrated approach toward writing evaluation works at each stage of the writing process and presents a checklist teachers can use to assess whether their students use specific behaviors of the writing process as they compose. (FL)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

Examines 25 years of research on the effects of teachers' comments on and responses to student writing. Expresses the need for emphasizing writing as process, for using multiple-draft assignments, and for developing student appreciation and skill for revising their works. (RL)

Summarizing the best current thinking about what classroom approaches produce sound writing experiences in the first eight grades, this book offers teachers a means of checking on their own practices and perceptions about how writing can best be learned. The first chapter of the book presents a historical review of authoritative opinion regarding…

Provides a review of some of the main issues covered in research on writing, and indicates where this research may be found. Discusses the nature of writing, learning to write, computers and writing, and evaluating written products. (PRA)

Intended to encourage teachers to examine their assumptions about teaching writing, this document containing a mixture of theory and practice deals with many aspects of writing. The chapters discuss (1) an examination of children's writing and some questions arising from the examination; (2) reasons for failure to write well, including the home…

Although many studies have been conducted on the subject of writing, little research on the composing process itself can be found. One early study of significance is Janet Emig's "The Composing Processes of Twelfth Graders," which compares school-sponsored writing with self-sponsored writing. Donald Graves, Lucy McCormick Calkins, and Donald…

Ten current books covering a variety of topics relating to composition are reviewed in this paper. The first three reviews are of books describing actual writing abilities of students: "Language Development: Kindergarten through Grade 12" by Walter Loban; "The Development of Writing Abilities (11-18)" by James Britton and his…