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…

Writing about writing (WAW) is an increasingly popular approach to teaching writing that, while often discussed as a single pedagogy, has always referenced a wide variety of curricula, pedagogies, courses, and assignments. While this diversity has been acknowledged, scholars have yet to fully explore the sources, nature, and implications of this…

For second language (L2) learners, developing proficiency in academic writing is a cognitively demanding process that requires domain knowledge, in-depth understanding of rhetoric and genre conventions, and mastery of linguistic principles. Teaching writing to students with diverse cultural and linguistic backgrounds in a way that fosters…

Portfolios have been utilized in the teaching and learning of English of speakers of other languages as a tool for process-based writing and as an alternative form of summative assessment. While extensive research has been focused on the implementation of portfolios in English as a foreign language (EFL) writing, there has been limited attention…

Once a privilege for the members of the elite, writing is now a staple of everyday life accessible to the masses. Despite its significance for individuals' economic, psychological, and educational well-being, it may not always be utilized to its full capacity. This is partly due to reductionist approaches to writing without full consideration of…

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…

The challenges of implementing the process approach in a real-life setting are explored through the eyes of a MA TESOL student. While working her 2nd semester as an individual tutor for a developmental writer, the author discovers unexpected interdependencies among tutor, student, classroom teacher, and curriculum designer. This article dissects…

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…

The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1-12 to examine if process writing instruction improves the quality of students' writing and motivation to write. For students…

Background: The need for improvement in writing instruction in schools is dependent on teachers being aware of evidence-based procedures in writing and implementing them on a regular basis in their classrooms. Purpose: The purpose of this study was to explore the frequency with which teachers in Western Canada employed evidence-based procedures in…

This study examined outcomes of using a generative multimedia environment for writing. Students in grades 9 to 12 enrolled in a special education language arts class participated in an eight-week intervention during which they wrote five stories that included pictures, audio, and text. Stories were scored using a Hawaii standards-based rubric…