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Perrow, Margaret; Feldstein, Mary; Sieler, Arlene – Journal of Adolescent & Adult Literacy, 2020
Students who understand their writing process and see themselves as writers are more likely to successfully tackle unfamiliar genres and writing tasks. In this self-study, a college English professor and two first-year college students make a case for an extended-metaphor assignment that helps students build stronger identities as writers.…
Descriptors: Figurative Language, Writing Instruction, Writing (Composition), College Freshmen
Sherry Seale Swain; Richard L. Graves; David T. Morse – English Journal, 2015
Picture a group of classroom teachers gathered around a table late one afternoon discussing the results of the statewide writing assessment, the returned scored papers scattered across the table top. This article details research exploring which rhetorical elements are associated with statewide assessment scores and considers the role and…
Descriptors: Rhetoric, Standardized Tests, Scores, Writing (Composition)
Boyd, Michelle – PS: Political Science and Politics, 2012
This article introduces the "writing metaphor" and examines why political scientists should consider developing one to describe their own writing process. Drawing on the author's experience with writing accountability groups, it defines the components of the writing metaphor, provides an example, and discusses its advantages and disadvantages. The…
Descriptors: Figurative Language, Political Science, Writing Processes, Writing Improvement
Gorman, Rebecca; Eastman, Gloria Schultz – English Journal, 2010
English teachers have a unique opportunity to expand and develop the way their students think. Too often, students are comfortable in thinking about reading and writing processes in a concrete or linear way. They are used to "right" or "wrong" answers in their other studies and look for the same in their English assignments. While teachers often…
Descriptors: Figurative Language, Writing Processes, Writing Exercises, Writing Skills
Luce-Kapler, Rebecca – E-Learning, 2007
This article chronicles the experience of two writers working in digital technologies to write fiction. One writer, the author of the article, describes how her experience writing with the software "Storyspace" influenced her writing of print fiction, changing her processes and challenging her notions of genre. The other writer, a 16-year-old…
Descriptors: Figurative Language, Fiction, Authors, Computer Software
Johnson-Sheehan, Richard – Writing Instructor, 2007
The environment is a ready-made subject in writing classrooms, and teachers at all levels are encouraging students to write about nature and environmental issues. Environmental issues provide a equitable meeting place for students from a variety of different backgrounds, interests, and ideologies. There are also many pedagogical advantages to…
Descriptors: Writing (Composition), Environmental Education, Learning Strategies, Ideology
Bolton, Gillie – Paul Chapman Publishing, 2005
Working reflectively with the whole self entails harnessing artistic talents alongside other talents. If practice itself is an art, then reflection upon it is also an artistic process (Bleakley 1999; Winter et al. 1999). Expressive and explorative writing relies on habitual communicating medium, words, gives validity, form and coherence over time…
Descriptors: Reflective Teaching, Creative Writing, Professional Development, Journal Writing