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Lucia Thesen – Multilingual Matters, 2024
This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing "should" look like. The author uses writing as both a subject and a…
Descriptors: Academic Language, Writing (Composition), Graduate Students, Universities
Sofia Jusslin; Anna Widlund – Teaching in Higher Education, 2024
Students seem to encounter various challenges when writing bachelor's and master's theses, indicating a need to support them in their writing processes. In this study, academic writing workshops for students writing bachelor's and master's theses were developed and investigated during three years of a participatory action research project. The…
Descriptors: Masters Theses, Theses, Undergraduate Students, Graduate Students
Den Elzen, Katrin; Lengelle, Reinekke – British Journal of Guidance & Counselling, 2023
In this article we explore the grieving-through-writing process of two researchers who dialogue about spousal loss. Drawing on the idea that bereavement requires meaning-making, we engage in an interview-style conversation about how: (1) we each made sense of our spouse's death; (2) experienced Post-Traumatic Growth (PTG) as described by Calhoun…
Descriptors: Widowed, Death, Grief, Self Concept
deBoer, Mark; Leontjev, Dmitri; Friederich, Lee – ELT Journal, 2023
The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that…
Descriptors: Test Construction, Self Evaluation (Individuals), Peer Evaluation, Second Language Learning
Anderson, Julie; Goodall, Helen; Trahar, Sheila – International Journal of Qualitative Studies in Education (QSE), 2020
Working as women in academia may still be regarded as 'complex and fraught with myths, gross generalisations and mixed emotions' (Barakat, 2014, p. 1). In this paper, we articulate the collaborative autoethnographic process in which we have been engaged over some time and through which we have challenged generalisations, explored emotions and…
Descriptors: College Faculty, Women Faculty, Reflective Teaching, Autobiographies
McKnight, Lucinda – Changing English: Studies in Culture and Education, 2021
With artificial intelligence (AI) now producing human-quality text in seconds via natural language generation, urgent questions arise about the nature and purpose of the teaching of writing in English. Humans have already been co-composing with digital tools for decades, in the form of spelling and grammar checkers built into word processing…
Descriptors: Robotics, Artificial Intelligence, Writing (Composition), Writing Instruction
Alister Cumming – TESL Canada Journal, 2023
Canada's social and educational policies have always involved immigrant settlement and English/French bilingualism. Research on writing in second languages emerged in the 1980s from graduate programs of education and applied linguistics at major universities in Toronto, Montreal, Ottawa, and Vancouver, particularly done by scholars investigating…
Descriptors: Immigrants, French, English, English (Second Language)
Fitzpatrick, Erin; Schrodt, Katie; Kissel, Brian; Gilbert, Suze – Teachers College Record, 2021
Context: Writing is an agentive act. Despite drastic improvements over the past few decades in writing instruction and the push for sharing with authentic audiences, the majority of writing students do is still for the teacher. These practices are at odds with those who advocate for classrooms that are culturally relevant, culturally responsive,…
Descriptors: Writing for Publication, Writing Processes, Culturally Relevant Education, Writing Workshops
Keen, John – Changing English: Studies in Culture and Education, 2020
This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils' writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the…
Descriptors: Revision (Written Composition), Process Approach (Writing), Writing Processes, Foreign Countries
Limpo, Teresa; Graham, Steve – British Journal of Educational Studies, 2020
Based on the Writer(s)-within-Community Model, this article focuses on the role of handwriting in writers' composing process. With the goal of highlighting the importance of researching and promoting handwriting, we provide an extensive summary of current evidence on the topic. It is well established that an important condition for skilled writing…
Descriptors: Role, Handwriting, Teaching Methods, Evidence Based Practice
Relf, Diane – Teaching History, 2022
Diane Relf was concerned by what felt like an unbridgeable gulf between Year 7's vocabulary and comprehension, and her aspirations both for their inclusion in history and their later academic success. As a subject leader without the benefit of any history-specific training at the start of her career, she embarked on a journey of intensive reading…
Descriptors: Grade 7, History Instruction, Teaching Methods, Writing (Composition)
Johnson, E. Marcia – Open Review of Educational Research, 2018
Over the past few decades, the number of people enrolled in doctoral study has increased dramatically across the world. In practical terms, this has meant that universities now receive increasingly diverse students with regard to ethnicity, age, language, culture, and background preparedness for higher degree study. Students can, and often do,…
Descriptors: Graduate Students, Doctoral Dissertations, Writing (Composition), Writing Instruction
Parsons, Jesse – Canadian Journal of Action Research, 2017
When I first visited the Principles of Learning (Pol) course wiki, I sensed the breadth and depth of the existing posts. The proceeding page has been intentionally left blank. It represents the feeling of dilemma when creating my first, new post. This paper will report on my contributions to the Principles of Learning (PoL) course wiki as a form…
Descriptors: Web 2.0 Technologies, Social Media, Masters Programs, Reflection
Baroutsis, Aspa; Kervin, Lisa; Woods, Annette; Comber, Barbara – Contemporary Issues in Early Childhood, 2019
Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children's writing performance in standardised…
Descriptors: Writing (Composition), Freehand Drawing, Writing Processes, Young Children
Dirgeyasa, I Wy. – English Language Teaching, 2016
In Indonesian education context, recently the word "genre" seems to gain its most popular and hot issue to teaching and learning English, particularly writing skill. However, many of them the students, teachers, or university students, or even lecturers in universities apparently are not good at understanding and are not truly well…
Descriptors: Foreign Countries, Literary Genres, Writing Instruction, Writing Skills