Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.

Peer review is now a commonplace practice in process-oriented writing instruction. A crucial aspect of peer review is assessing another classmate's work, which encompasses the act of disagreement. Given its prevalence in the classroom, it is necessary to analyze how L2 learners mitigate disagreement in the context of peer review with other L2…

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized…

In an attempt to increase second language (L2) learners' understanding of the benefits associated with the process approach to writing and, more specifically, to gain their appreciation of how their peers might contribute to the quality of their writing, in this study peer revision was modified between two groups of lower-level proficiency L2…

English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…

Educators continue to strive for advanced teaching methods to bridge the gap between native and non-native English speaking students. Lessons on written forms of communication continue to be a challenge recognized by educators who wish to improve student comprehension and overall ability to write clearly and expressively. "Methodologies for…

The present study investigated the effect of online peer feedback through blogs on Turkish EFL students' writing performance and their perceptions. Data were collected by using: a) Turkish EFL Students' Background Survey, b) interviews at the beginning and end of the term, c) first and revised drafts, and d) end-of-semester Questionnaire. The…

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

The context of this research is an academic writing course for first-year Social Science students on a four-year extended curriculum at the University of KwaZulu-Natal. This course traditionally uses written formative feedback on drafts of students' assignments and the lecturers were frustrated by the students' negative, minimal responses to the…

Describes a sequence of writing and evaluation exercises that provides students with an authentic writing task and places it within a social context that is ideal for the process-writing classroom. Notes that this method provides a supportive and gradual introduction to peer evaluation for both teachers and students. (MM)

The Writing Across the Curriculum (WAC) program at Guilford College, North Carolina, has actively sought troubleshooting tips to pass on to new and continuing teachers of "W" (writing intensive) courses. Tips (problem statements and solutions) are based on the analysis of six semesters' worth of students "W" course evaluations…

Describes a procedure for peer editing in a junior high school writing workshop in which sentences of the work to be edited were copied onto individual pieces of paper and rearranged by each peer reviewer. States that differences were noted and the author chose which order to adopt. (RS)

Reviews two areas of cross-cultural research (sociolinguistic research on oral interaction and the applied linguistic research area of contrastive rhetoric). Makes recommendations for using collaborative peer response groups successfully with multicultural classes. (MG)

A straightforward method for improving second-language writing skills is described that also encourages oral discussion of grammar. Drawing on process writing principles and group activity, the method involves having students correct their peers' work. (Contains four references.) (LB)

Acknowledging that the process approach to writing instruction is particularly valuable for lower ability students (because carrying a project through from prewriting to publication enhances their self-esteem), this book presents procedures for teaching writing to build student confidence and subsequently to improve student writing. Following an…