In this essay, the author reflects on her experiences while researching composition instructors' emotional responses to plagiarism. The research found that instructors faced a variety of complex and competing feelings when students plagiarized, and those responses threatened to upset relationships, power structures, and professional identities in…

This article responds to the need for more student voices in digital literacies research by discussing the results of interviews with two college students concerning the roles that their non-academic digital literacy practices can play in first-year college writing courses. The author reviews recent literature that has indicated that value of…

As the program director of a community writing center that serves children and youth ages 5-18, Rachel Loeper sees it all, from 15-year-old spoken word poets to six-year-olds whose first "books" are strung together with yarn. In all of her roles--administrator, teacher, volunteer trainer--she values engaging the most reluctant of young…

When, why, and how do college students come to value their writing as intellectual property? How do their conceptions of intellectual property reflect broader understandings and personal engagements with concepts of authorship, collaboration, identification, and capital? We address these questions based on findings from the Stanford Study of…

In an early think-aloud protocol study that identifies which "actual" written comments help students revise, Mary Hayes and Donald Daiker examine "how students respond to educators' responses". Studying teacher feedback in a writing course focused on revision, Hayes and Daiker asked students to read aloud and analyze their instructor's written…

The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and…

In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

This article describes an initiative designed to improve the content-area literacy skills of all students at a Massachusetts high school and to demonstrate the important role teacher leaders play in bridging the various elements of school improvement efforts. Meeting students' language and literacy needs within content-area classrooms is becoming…

Changes in political, social and educational curriculum policies over the past four decades have created discursive shifts in writing theory and practice for New Zealand primary teachers. While these policies have historically privileged a particular view of writing over others, very little is known as to how teachers engage with experienced…

Teacher candidates have few opportunities during their teacher preparation coursework to investigate practices associated with eliciting and responding to student writing. This article describes an attempt to address this problem with a searchable online digital archive of student writing, with and without teachers' written feedback, as well…

For the nearly 39 million U.S. adults who do not have a high school diploma, the General Educational Development (GED) programs and exam have served as the main avenue for improving individuals' skills and helping them earn a high school credential. However, few students who start these programs ever get this credential, and even fewer advance to…

This study investigates how college students solve their cognitive conflicts when receiving peers' suggestions and corrections in online text revision. A sample of 45 undergraduate students were recruited to read their peer writers' texts, edit peer writers' errors, evaluate peer editors' corrections and suggestions, and finally rewrite their own…

Using artifacts of teachers' practices, classroom observations, and interviews, we explore how 2 novice history teachers use writing in their middle school classrooms. Both teachers focused on evidence-based, interpretive writing in their preservice work, an approach promoted by their methods courses. After graduation, one teacher continued this…

Although second language (L2) teachers spend a significant amount of time marking students' writing, many of them feel that their efforts do not pay off. While students want teachers to give them feedback on their writing and value teacher feedback, they might experience feelings of frustration and confusion once they receive it. What is amiss in…

Herrington & Curtis (2000), building on Goldblatt's (1995) idea of the "sponsoring institution," (p. 48) showed students' need for a personal sense of connection with a "sponsoring discourse" when writing in the academy. As Herrington and Curtis, as well as Goldblatt point out, these "sponsoring discourses" often come from outside the academy.…