Theme and thematic progression (T/TP) is a major aspect of the way that speakers construct their messages in a way which makes them fit smoothly into the unfolding language event. While studies have illustrated the usefulness of observing T/TP to identify English learners' writing difficulties and suggested that T/TP should be included in English…

Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking…

Current writing research emphasizes the teaching of disciplinary literacy, attending to the privileged ways of writing in each subject area. However, as the traditional space for generic literacy instruction, the ELA classroom has not assimilated this shift. This study used qualitative content analysis to examine feedback on writing about…

In the past decade, traditional classroom teaching models have been transformed in order to better promote active learning and learner engagement. "Implementation and Critical Assessment of the Flipped Classroom Experience" seeks to capture the momentum of non-traditional teaching methods and provide a necessary resource for individuals…

This study was performed in order to gain a deeper understanding of the experience of nonnative English speaking students in college composition courses, including residents (citizens, refugees, and immigrants) and international students. The design of the study is largely qualitative, but it also includes quantitative data on success rates of…

This series of reports, "Teachers Are the Center of Education," was developed to highlight the importance of teachers and the quality of their work. This specific report, a partnership among the College Board, the National Writing Project and Phi Delta Kappa International, shines the spotlight on one aspect of teacher work: the…

In a Cleveland (Ohio) program, writing instruction for adults who speak nonstandard English is based on respect for students' spoken language as a dialect. Adapting foreign language instructional techniques such as translation, teachers avoided formal grammar terms and used extensive oral practice. (SK)

Edited by three authorities in the field, this "Handbook" presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A…

This publication contains journal essays and book chapters from publications of the National Council of Teachers of English. The publication's first section, "Multimedia in the Classroom," contains the following articles: (1) "Media 'Target Assignments' Invite Students To Tune In, Turn On, and Write" (Meta G. Carstarphen); (2)…

The twenty-four articles in this collection focus on the problems presented by the increasing numbers of exceptional students with whom the English classroom teacher must deal: physically, emotionally, and mentally handicapped; nonnative speakers of English; nontraditional students; speakers of nonstandard dialects; the gifted and talented; and…

This collection was written by the students of English as a second language at Streatham and Tooting Institute, London, England. Some of the work is by advanced students, some by people who have only just begun to learn English. Some students who are not yet confident of their ability to write in English dictated what they wanted to say. The…

English teachers together with multilingual and multidialect students can create new standards for language use and learning in the classroom. A teacher of writing and ethnic studies finds herself telling her students "I still have time to learn Spanish." Many to whom she speaks these words are native speakers of Spanish, struggling in classroom…

To understand the goals and methods of writing instruction in Samoa and Tonga, a study involved (1) a survey of the literature on communication in those countries, (2) an interview of 40 Brigham Young University-Hawaii Campus students from those two island nations, (3) travel to Samoa and Tonga to interview teachers, (4) a survey of instructional…

Research into process-oriented writing instruction for native speakers of English can improve instruction in writing for students of English as a second language (ESL). Process-oriented instruction focuses on the processes of writing rather than on the finished product. A comparison of writing samples of native speakers from remedial courses and…

When evaluating the work of congenitally deaf students whose native language is spatial and semiotic, composition teachers must avoid being what Marjorie Siegel calls "verbocentric," since congenitally deaf students are, in effect, learning to write in a language completely foreign to them in structure, syntax, and grammar. The…