This study explores the DT and PjBL to enhance creative, collaborative, and critical writing skills among EFL learners· A post-test-only quasi-experimental design was employed, involving 65 students from an English Education Program, aged 20 to 22, divided into three groups: DT, PjBL, and a integration of both· The instruments used to evaluate…

We have developed an approach to collaborative-writing-as-inquiry that we sometimes refer to as "between the twos". Increasingly, we came to understand that the only way to continue in our process was to "write to it"; whatever the question, the query or the problem, it was this inducement--"write to it"--that led to…

Linking research on task-based collaborative L2 writing and computer-mediated writing, this study investigates the relationship between patterns of collaboration and the linguistic features of texts written during a computer-supported collaborative writing task using Google Docs. Qualitative analyses provide insights into the writing process of…

Caribbean students are repeatedly engaged in rigid forms of writing to meet the requirements of external exams, which often leads to negative attitudes to writing. With current shifts to multimodal and multi-literate texts to engage students' multiple literacies in learning, students' creation of graphic novels in Caribbean English classrooms can…

Providing students with the opportunity to generate new content and share it with a wide audience invites students to compose texts with the care and conviction that cannot be duplicated when writing solely for the teacher. This piece documents one teacher's effort to engage 99 eighth graders with an authentic writing opportunity: the…

Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of "withness." Zeroing in on a diffractive experiment of young children reauthoring Showers's picture book, "The Listening Walk," this…

We argue that opening a space for dialogic, imaginative writing in the classroom can create entry points for a culturally responsive writing pedagogy (CRWP). We explore how collaborative writing for a pre-existing community digital platform (FundZa) and audience aids the implementation of CRWP in a creative writing course for South African…

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in…

In an era of reductionist approaches to teaching and assessment, this dissertation returns to the fundamental question: "What is the value of writing, particularly poetry writing, in our society today?" The poet's central task, to abstract reality through symbols, requires profound cognitive and emotional work (Vendler, 2004; Steele,…

Describes "cooperative poetry," a group poetry-writing exercise combining brainstorming, rehearsing, choral reading, assisted reading, memorization, sequencing, and vocabulary development, as well as providing an opportunity for group cooperation. (MM)

Describes a poetry-writing formula that guarantees successful results for writing poems at the elementary level. (MM)

Describes a collaborative writing activity, designed to promote free and creative writing, in which groups of students each write one section of a collective short story. (MM)

Describes a second-grade class project in which students wrote a fictional biography in response to several books read aloud to them. Enumerates the 9 steps in the process, and presents selections (chapters 1 and 10) from the book "The Man in the Walnut Shell." (SR)

Describes the experiences of the participants in a graduate course called "Research in Written Composition" that nurtured the exchange of writing among teacher and students. Narrates the experience of one student and the instructor as a record of an empowering relationship and presents numerous excerpts of their journal writing. (HB)

Describes a cross-county writing project involving a third-grade class and high school drama students. The third graders write character sketches and send them to the drama students, who write a play using the characters. The high school students then produce the play for the elementary students, complete with costumes, makeup, and scenery. (TJQ)