In this article, I argue for centralizing revision in FYC classrooms, thereby establishing it as the vital component of composition that it is. I show that engagement with revision in FYC courses tends to be minimal, relegated to the end of a project, or completely omitted. These low standards for revision pedagogy can result in students not…

Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article…

This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections--including how they narrate their course…

This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and potential shortcomings are discussed. Product-based…

Effective writing is an essential skill for all doctoral students, yet it is one that receives relatively little attention in training and supervision. This article explores extensive feedback from participants in a series of workshops for doctoral candidates engaged with writing up qualitative data. The themes arising from the data analysis are…

This discussion paper investigates the pedagogical implications of the cognitive process writing model proposed by Flower and Hayes (1981). The research of Flower and Hayes (1981) provides insights into how writers go about planning, generating, and revising during the process of writing. Flower and Hayes (1981) believed that this shift in focus,…

The aim of this work was to gather different perspectives on the "key ingredients" involved in creative writing by children--from experts of diverse disciplines, including teachers, linguists, psychologists, writers and art educators. Ultimately, we sought in the experts' convergence or divergence insights on the relative importance of the…

This paper reports on an analysis of large-scale assessments of Grades 5-8 students' writing across 10 provinces and 2 territories in Canada. Theory, classroom practice, and the contributions and constraints of large-scale writing assessment are brought together with a focus on Grades 5-8 writing in order to provide both a broad view of…

This article addresses multi-disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing…

Teachers across the country consider the best methods to teach writing in the middle school and high school. They aspire for students to produce writing aimed at real audiences and purposes, writing that follows the author's thinking and leads readers to discoveries about the topic. Many teachers believe that a formula in writing could offer…

A systematic review was undertaken in 2006 to answer the question "What is the evidence for successful practice in teaching and learning with regard to non-fiction writing (specifically argumentational writing) for 7- to 14-year-olds?", using EPPI-Centre methodology. Results showed that certain conditions have to be in place. These…

Trickster tales, with their teachings on how to behave in the world, are a powerful means for transmitting social knowledge and cultural mores to children. In this study we compared two approaches to teaching fourth-grade students to write trickster tales. Although both instructional methods incorporated aspects of the writing process approach,…

Examines the work of Linda Flower to explore "control" in writing, approaching her texts from a deconstructive (Derridean) perspective. Concludes that: the paradoxical nature of control has consequences for understanding cognition; and an acknowledgement of these consequences requires a reconsideration of "control" as the…

Criticizes the focus among some educators upon the writing process. Notes that all writers do not follow the same process and that teaching students otherwise oversimplifies writing instruction and diminishes efforts to improve it. Explains a "scaffolding" approach which involves outlining of increments in a writing process without…

Describes aspects of Linda Flower's work used by the author in devising writing technical assistance for teams writing technical reports in the United States General Accounting Office. Discusses three brief case studies describing the relationship between the work program structure (a major barrier to audience-based writing) and the writing…