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Alexander, Patricia A.; Fusenig, Jannah; Schoute, Eric C.; Singh, Anisha; Sun, Yuting; van Meerten, Julianne E. – Written Communication, 2023
In this article, we share what we learned about undergraduates' struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning How to Learn. This course was designed to address core psychological issues that impede optimal learning for students from all majors, many of whom are…
Descriptors: Undergraduate Students, Writing (Composition), Persuasive Discourse, Academic Language
Carol Booth Olson; Undraa Maamuujav; Jacob Steiss; Huy Chung – Written Communication, 2023
The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these…
Descriptors: Cognitive Processes, Writing Strategies, Persuasive Discourse, Secondary School Students
Salas, Naymé; Pascual, Mariona; Birello, Marilisa; Cross, Anna – Written Communication, 2023
Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C),…
Descriptors: Writing Instruction, Teaching Methods, Self Management, Writing Strategies
De La Paz, Susan; Levin, Daniel M.; Butler, Cameron – Written Communication, 2023
Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this…
Descriptors: Writing Instruction, Teaching Methods, Students with Disabilities, Writing (Composition)
Negretti, Raffaella – Written Communication, 2021
What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic…
Descriptors: Metacognition, Writing for Publication, Doctoral Students, Writing Instruction
Quinlan, Thomas; Loncke, Maaike; Leijten, Marielle; Van Waes, Luuk – Written Communication, 2012
Moment to moment, a writer faces a host of potential problems. How does the writer's mind coordinate this problem solving? In the original Hayes and Flower model, the authors posited a distinct process to manage this coordinating--that is, the "monitor." The monitor became responsible for executive function in writing. In two…
Descriptors: Sentences, Editing, Short Term Memory, Cognitive Processes
Wolfe, Christopher R.; Britt, M. Anne; Butler, Jodie A. – Written Communication, 2009
This article describes a cognitive argumentation schema for written arguments and presents three empirical studies on the "myside" bias--the tendency to ignore or exclude evidence against one's position. Study 1 examined the consequences of conceding, rebutting, and denying other-side information. Rebuttal led to higher ratings of…
Descriptors: Undergraduate Students, Persuasive Discourse, Program Effectiveness, Expository Writing
Myhill, Debra; Jones, Susan – Written Communication, 2007
Drawing on the second phase of a 2-year study of students' linguistic and compositional processes, this article describes students' reflections on their online revision processes, those revisions made during the process of translating thoughts into written text. The data collected were from classroom observation and post hoc interviews with 34…
Descriptors: Observation, Writing Instruction, Error Correction, Student Attitudes

Penrose, Ann M. – Written Communication, 1992
Explores the assumption that writing is a way to learn by examining the influence of task interpretation on writing and studying as learning aids. Finds that task interpretation and the nature of the material to be learned are important mediating variables in the relationship between writing and learning. (PRA)
Descriptors: Higher Education, Learning Processes, Study Skills, Writing (Composition)

Sperling, Melanie – Written Communication, 1991
Examines naturally occurring one-to-one writing conference conversations between a ninth grade English teacher and three students. Considers composing processes that appear to be privileged in the conference context when different students are learning to write. Suggests a broadened model of effective writing conference instruction. (MG)
Descriptors: Case Studies, Grade 9, Language Acquisition, Secondary Education
Chambliss, Marilyn J.; Christenson, Lea Ann; Parker, Carolyn – Written Communication, 2003
Explanation as a genre may support children's reasoning and understanding particularly effectively. In this study, 20 fourth graders were given the task of explaining the effects of a pollutant on an ecosystem to third graders. Before writing, they completed a commercially developed science unit, instruction in reading and writing an explanation,…
Descriptors: Models, Ecology, Grade 4, Grade 3
Sheehy, Margaret – Written Communication, 2003
Standardization discourse is dominantly linked to tests; yet standardization occurs in practices of everyday social life, too. This research seeks to understand standardization processes involved in the writing done by a class of seventh grade students, half of whom did not do well in school or on tests. Acting as participant observer in a…
Descriptors: Social Influences, Participant Observation, Language Arts, Boards of Education