Writing workshop, as conceived by Donald Graves and other US researchers in the 1980s, positively transformed the writing instruction of many teachers. However, others experienced considerable challenges as they tried to create workshop classrooms. This article examines the three historical conditions that defined workshop: (1) choice, (2) time…

In distance education courses with a large number of students and groups, the organization and facilitation of collaborative writing tasks are challenging. Teachers need support for planning, specification, execution, monitoring, and evaluation of collaborative writing tasks in their course. This requires a collaborative learning platform for…

The common arguments about potential student use of these technologies suggest artificial intelligence (AI)-assisted writing will damage student learning by shortcutting the writing process. There is a further worry that AI-based pedagogy will de-skill students by reducing writing to a mere editing practice. Additionally, some suggest that…

This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the "Simple View of Reading." As well as noting some…

Most second language writing studies have approached the L2 Writing phenomenon through the cognitive theoretical lens that situates writing as a mental activity that resembles psychological and mathematical problem-solving (Cumming, 2016, p. 69). "While research on second language writing has expanded exponentially in recent years, it has for…

Guiding historically minoritized students in their textual voice construction entails navigating the tensions between these white-dominant monolingual voices and the diverse voices they bring to the classroom. This conceptual paper presents an ecological voice-construction process model that sheds light on how writers negotiate external and…

The use of generative artificial intelligence (GAI) large language models has increased in both professional and classroom technical writing settings. One common response to student use of GAI is to increase surveillance, incorporating plagiarism detection services or banning certain composing activities from the classroom. This paper argues such…

Academic literacies (AL) research has made significant contributions to understandings of student writing and literacy across higher education and particularly learning development. However, researchers and practitioners both within and external to the AL movement have struggled to clarify the relationship between AL and pedagogy. English for…

Research on higher education community engagement (HECE) rarely places university or institutional voices in conversation with the community partners' voices. Boundary-spanning frameworks such as Weerts and Sandmann's (2010) for universities and Adams's (2014) for community partners help boundary spanners, but such models draw boundaries between…

In this conceptual paper, borne from the experiences of two academic literacy lecturers at the NWU, we ask, regarding elements of assessment, how we can sensibly adapt an intervention-style writing course in a post-COVID higher education context. We propose a course correction model, applicable to academic literacy writing courses, to address the…

The authors argue that nonfiction reading and writing instruction in K-12 settings must include authentic opportunities for students to seek information online. To that end, the authors provide two frameworks for thinking about information acquisition in the 21st century. The first, the intentional and incidental information continuum, describes…

Hattie and Timperley's (2007) model of effective feedback, widely used in teacher professional development, provides an easily-applied framework for thinking about the information contained in feedback. However, the model simplifies a complex phenomenon shaped in practice by interpersonal, disciplinary and institutional aspects. Examining the…

The authors describe and analyze the strengths and challenges of a 10-year summer writing program that provides out-of-school academic support for adolescent writers who are not yet college and career ready. The two-week program takes place at the university where faculty and school district English language arts teachers work with approximately…

Along with forty-nine other high school students, as the author recounts of their student, Meghan is part of an elective two-week academic writing workshop. Each day begins with a freewrite exercise like this one, designed to help students develop what the workshop directors call "fluency." Like Meghan, many students write prolifically…

In this article, I confine myself to the situation in England that offers a paradigm example of one of the fundamental tensions besetting teaching and assessing writing: the stranglehold of an individualistic view of writing development as opposed to a more socio-cultural perspective. Examining the uses of summative assessment for accountability…