This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in…

In this "prosumer" era in which people seem always to be producing and consuming texts, words matter as much as--or more than--they ever have. Learning how grammar works in the texts they read and write is essential to students' literacy. It is time to reframe English teachers' view to include both writing "and" reading as contexts for grammar…

In this article, the authors examine the role revision memos played in composition classrooms. Both authors used the memos to help students reflect on their writing and continue revising. The memos also served as guides for the instructors as they responded to their students' writing. The memos were a reminder that the instructors needed to focus…

Fifteen high-school students with learning disabilities were taught the acronym POWER (plan, organize, write, edit, and revise) and how to use self-instruction to improve their writing performance. Strategy instruction had a significant impact on students' writing performance with an increase in the quality and quantity of written products.…

A process approach to writing instruction with learning-disabled students is presented, in which students are guided through the processes of planning, drafting, and revising text. The model emphasizes the interaction of the teacher and learner through such activities as conferences, prompting, modeling, peer collaboration, and dialogues about…

Departmental lines can interfere with collaboration among academic colleagues. Working together within the same department, a speech teacher and a writing teacher realized that both speech and writing have preparatory (planning and development), performance, and evaluation stages, and that within the various stages students use the same or similar…

A discussion of the use of feedback in process-oriented second language writing instruction focuses on students' need for feedback, the most effective ways of providing it, appropriate timing for feedback, and how students use this information. Literature on feedback in process-oriented writing instruction is reviewed in light of each of these…

Suggests that special education students do well in writing process classrooms that use a variety of approaches, such as cooperative learning, reciprocal learning, and multisensory teaching. Views the writing process classroom as a place where teachers and students respect different learning styles. (TB)

Reviews what has happened in the field of second-language teaching over the past decades and examines the development of the process approach to writing by comparing it with the traditional product approach. A critical evaluation of the new approach follows and forms the premise for recommending a philosophy of eclecticism. (41 references) (CK)

Using reflective writing throughout the composition course yields better reflective writing for composition portfolios. As writing courses make increasing use of portfolios for individual and program assessment, reflective writing will become more and more important. Brief reflective statements of as little as one paragraph, even when done as a…

This paper argues for peer evaluation of writing, in addition to peer editing, for a complete student-centered learning experience. The proposed peer evaluation model addresses three shortcomings of the current writing class model: (1) instructor workload; (2) the problem of students' writing for an audience of one; and (3) the problem of…

Personal writing is not only valid in such places as the academy, it is vital--even though Daniel Horowitz, in his essay "Process, Not Product: Less Than Meets the Eye," said that "teaching students to write intelligently on topics they do not care about seems to be a more useful goal than having them pick topics which interest them." But…