Revision is a complex cognitive task and an integral component of the writing process. Students benefit from understanding the value of and how to revise their own writing. The purpose of this study was to turn to students to investigate their understandings of revision. We posed the following question: What are 7th graders' perceptions and…

The benefits of writing strategy feedback are well established. This study examined the extent to which adding spelling and grammar checkers support writing and revision in comparison to providing writing strategy feedback alone. High school students (n = 119) wrote and revised six persuasive essays in Writing Pal, an automated writing evaluation…

In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…

Academic writing for scholars wanting to publish in English has gained considerable research attention in writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth…

This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…

The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on…

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study…

There is ample theoretical justification for incorporating reflection exercises as a tool for preparing students for life beyond university, yet the utility of such exercises needs to be documented if resources are to be devoted to their implementation. This study describes the implementation and evaluates the effectiveness of a reflection…

Comprehensive and practical, this book provides resources, strategies, and assessments that seamlessly weave writing into everyday classroom routines. The resources in the book include reproducible student worksheets, transparency masters, teacher and student examples, and technology tips in the form of Web site addresses. Strategies throughout…

This article presents a comprehensive model of daily, classroom informal writing assessment that is constantly linked to instruction and the characteristics of proficient writers. Methods for promoting teacher, student, and parent collaboration and their roles in dialoguing, conferencing, and reflection are discussed. Strategies for including…

To improve reading/writing skills in a target group of 10 first-grade students, an intensive writing curriculum was implemented over a period of 10 weeks. The program included numerous strategies to improve beginning skills: using concrete objects for classification; using comic strips to illustrate sequencing; daily practice on correct posture…

This booklet, which concerns student writing on a social studies examination given to Alberta (Canada) students, addresses two major purposes. First, the booklet illustrates and compares two important levels of expectations, or standards, that have been set for student writing on this examination: satisfactory and excellent. Second, it provides…

This study investigated 3 English-as-a-Second-Language (ESL) writing teachers' and 39 of their ESL students' attitudes toward feedback and its uses. The results indicated that students preferred teacher feedback over non-teacher feedback, though the three teachers used non-teacher feedback frequently in their classes. (37 references) (MDM)