Previous review studies do not have a broad and comprehensive perspective on the usage of ACF tools in language learning. To address this gap, we reviewed 82 articles on the use of ACF tools published in the last five years. Results indicate that 43 ACF tools were used in studies to assist writing, grammar, spelling, and collocation and word use.…

This qualitative case study addresses the rise in popularity of the use of predictive text programs within the K-12 educational environment. A problem exists in the discrepancy between the widespread availability of Google Smart Compose within Google Docs, an AI predictive text tool, within the school environment, and a distinct lack of research…

While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that…

Writing is recognized as a vital skill in education and the workplace; students in the United States finishing K-12 schooling are expected to be competent writers. Yet, "the Nation's Report Card" found that U.S. high school graduates coming into the workforce are particularly deficient in writing skills. Teachers serve as a crucial link…

Background: The need for improvement in writing instruction in schools is dependent on teachers being aware of evidence-based procedures in writing and implementing them on a regular basis in their classrooms. Purpose: The purpose of this study was to explore the frequency with which teachers in Western Canada employed evidence-based procedures in…

Discusses seven recent high-quality professional publications that focus on the process approach to the teaching of writing and that discuss it from differing angles. (SR)

Argues that careful structure of a writing program enhances the writing of all the students in the classroom. Suggests that the structure should value the learner as well as the writing process. Notes that program components contain issues such as time allocation, topic selection, importance of the process, the instructor's role, and the need for…

Discusses three problem areas that frequently develop when process writing is implemented in the classroom. Discusses problematic practices and suggests positive alternatives. (SR)

Suggests that an effective way to develop students' writing abilities is to teach writing through journalism. Discusses the successes the author has had in incorporating journalistic writing strategies into elementary and secondary English/language arts classrooms. (RS)

Describes a writing process approach to research papers which involves four steps: prewriting, composing, rewriting, and sharing. Illustrates the process using an intermediate grade level example but states that the process is appropriate at higher levels. Stresses that this approach is important because it integrates writing skills with social…

Reviews the history of education in the United States, focusing on student control opportunities in writing instruction. Observes that, contrary to literature on the subject, student ownership of written work may not always be the appropriate or best possible alternative. (MM)

Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in the first issue of this volume include: "It's a Frame-Up: Helping Students Devise Beginnings and…

Notes key points of formative assessment that teachers should incorporate into their writing pedagogy: the writing process works; intensive evaluation is seldom desirable; the teacher is not the only person who can evaluate writing; writing must be taught in every classroom and discipline; writing resources are readily available; and motivation is…

Reviews the nature of apprenticeship in non-writing contexts. Describes, distinguishes, and illustrates the apprenticeship, traditional, and process approaches to writing instruction. Surveys evidence that apprenticeship provides the best model; highlights some practical applications of this model to writing instruction. Concludes that it…

Reviews two recent studies of the effects of using word processing as part of the instructional process in writing. Concludes that neither study gives unqualified support for the use of word processors in the teaching of writing. Notes that this column will continue to review these kinds of studies. (RS)