This quantitative study focused on examining the relationship between teacher self-efficacy and their use of writing practices in teaching writing. Participants included elementary kindergarten through fifth grade teachers in a large school district in northeastern United States. The following research questions guided this study: Is there a…

This study explored the relationship between legibility in handwriting scores and compositional scores of students in grade five in one Northwest Georgia school. The ability to recall and write the letters automatically may impact the composing skills of students engaged in the writing process. Handwriting, often considered a motor skill in young…

This study analyzed three analytical essays and three metacognitive reflections written by 36 high school sophomores during one school year. After they had written analytical essays, students wrote reflections in which they described their writing process, explained what they did well, and identified two areas for improvement. The study focused on…

Currently influential models of writing processes, such as Flower and Hayes (1980) and Hayes (1996) do not attend explicitly to metalinguistics--writers' ability to monitor and control linguistic skills. Dimensions of metalinguistic ability--metaphonology, metasyntax, metasemantics, metapragmatics, and metatext--arguably are central to the writing…