Mathematical writing (MW) can support students' mathematical learning and is common in mathematics assessment. However, MW is known to be particularly challenging for students with learning disabilities. While the use of model compositions of both high- and low-quality writing and the act of revision are evidence-based practices in writing…

Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the…

In this article, I argue for centralizing revision in FYC classrooms, thereby establishing it as the vital component of composition that it is. I show that engagement with revision in FYC courses tends to be minimal, relegated to the end of a project, or completely omitted. These low standards for revision pedagogy can result in students not…

Generative AI has become a quotidian discussion topic in many writing departments, and the conversations often focus on the negative aspects or the disruptions it has caused. A growing number of teachers and scholars, though, have embraced the new technology and welcomed it into their classrooms. In the Spring 2024 semester, students in my…

Peer feedback has been widely used in English as a foreign language (EFL) writing classes, but its effect is highly variable and its quality and validity are often questioned by students as well as teachers. This research aims to explore the effects of teacher intervention on student use of different types of peer feedback and on their…

In this research, we developed and empirically tested a dialogic writing intervention, an integrated language approach in which grade 5/6 students learn how to write, talk about their writing with peers, and rewrite. The effectiveness of this intervention was experimentally tested in ten classes from eight schools, using a pretest-posttest control…

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading…

This semester-long original teaching activity is a scaffolded writing assignment with accompanying rubrics that utilize an adapted academic publishing model (i.e. accept, revise and resubmit with minor revisions, or revise and resubmit with major revisions) to facilitate a growth mindset. This revise-and-resubmit approach to teaching and assessing…

This article uses a quasi-spiritual lens to examine why some teachers feel compelled to inappropriately control student writing. For almost half a century, professionals in composition studies have engaged in vigorous conversations about the problem of teachers co-opting, correcting, and rewriting (essentially appropriating) student texts as part…

Although revision is essential to the writing process, it is often neglected in schools. Research has shown that teaching revision through reflection, conferencing, positive teacher feedback, specific instruction linked to reading strategies, and built-in time between drafts for students to think about their writing can cause students not only to…

The application of Automated Writing Evaluation (AWE) has recently gained researchers' attention worldwide. However, the impact of AWE feedback on student writing, particularly in languages other than English, remains controversial. This study aimed to compare the impacts of Chinese AWE feedback and teacher feedback on Chinese writing revision,…

Students are often encouraged to proofread their writing by reading it aloud. Presumably, this will allow writers to correct local errors. Yet even though this strategy may be effective for native speakers, there is little empirical evidence of its benefit among second language writers. Therefore, we wondered how many errors second language…

Learning to revise one's writing is a critical part of learning how to write. However, critical feedback and demands to make revisions can make writing aversive for some students, particularly students with poor writing skills. Allowing students to escape further writing tasks contingent on making revisions to written drafts (differential negative…

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop…

Providing feedback on student work is a fundamental aspect of instruction and an important part of the learning process. A considerable amount of literature describes the pedagogical value of different types of feedback--explicit vs. implicit, comprehensive vs. selective, direct vs. indirect, and feedback on content vs. feedback on form--thus…