We present a case study of co-creating a policy for the use of generative artificial intelligence (AI) in a writing course at Georgetown University in Washington, DC. Students and faculty in two sections of a required 1st-year writing course worked to draft and respond to a policy about AI and then reflected on the experience. Student reflections…

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses…

A teacher's response is a key element in students' motivation and achievement in college writing courses. The area of Written Corrective Feedback (Ferris, 1999; Truscott, 1996) has been extensively studied in second language (L2) writing scholarship, but that research, to date, has not elucidated why individual instructors respond to students'…

This study investigated how one type of learner-generated information and content, i.e. inter-group peer online feedback, provided on a wiki writing assignment for an English for Academic Purposes (EAP) course, could contribute to student L2 writing. Using a mixed method approach, more than 1000 entries of online peer comments were collected,…

In this article we provide a "portrait" of an exemplary writing teacher and the social construction of authority he established with students in two courses. The portrait demonstrates that teacher authority is most essentially a form of professional authority granted by students who affirm the teacher's expertise, self-confidence, and…

Examines nine of the most widely accepted tenants of composition theory to derive approaches for teaching business communication. Discusses grammar, correcting, positive feedback, evaluation and written comments, quality versus quantity, self-evaluation, reading, planning and prewriting, and active involvement. (SR)

A pilot study gathered information on materials and methods used by writing instructors teaching in prisons in Tennessee, Kentucky, Illinois, and Missouri via a questionnaire. The classes taught by the respondents were all at the college level, were sponsored by various universities and colleges, and all but two were taught at maximum security…

Dialogue journals are recommended in this digest for teachers who want to involve every student in a literacy practice that unites reading and writing and encourages thinking and reflection. The digest first explains that dialogue journals are useful because they use writing as a genuine means of communication between student and teacher. Dialogue…

Describes a classroom research project that explores an important feature of the learning context of computer-integrated basic writing classes: verbal response to on-screen student text. Explains methods designed and used. Considers how teachers can work more effectively with basic writers in a computer classroom where writing practice and oral…

Proposes a pedagogy of struggle--a pedagogy which foregrounds the active role students can play in both their education and in the formation of oppositional discourse within the academy. Discusses samples from papers written by a student to explore how educators might enact such a pedagogy when teaching revision. (RS)

Offers a rationale for applying the principle of nonjudgmental awareness to the English-as-a-Second-Language (ESL) writing class. Presents data demonstrating that a nonjudgmental, expression-oriented approach to ESL writing results in higher student pass rates than does a judgmental, error-oriented approach. (TB)

This book contains 16 articles on how teachers respond to students' writing and how they can help students evaluate their own writing and make it more effective. It encourages teachers to study their own assumptions and techniques for responding to student work, assess whether they are helping students take responsibility, and adjust their…

Reports on a study of seven experienced secondary school writing teachers in Victoria, Australia. Focuses on how their own writing or lack of writing affects their teaching practices and effectiveness. Finds that the issue of becoming an effective writing teacher is more complex than the seemingly straightforward prescription that writing teachers…

Drawn from a larger study involving 16 children and 7 classrooms at a New Hampshire elementary school, this book presents a case study of one child's growth in writing during third and fourth grade. The first section of the book describes the inception of the writing workshop in one classroom, including the partnership between the researcher…

Examines the effects of a teacher's interaction strategies for promoting student writing in dialogue journals of limited English proficient sixth-grade students. Finds that when the teacher contributes to the dialogue rather than elicits student writing with questions, students develop topics of mutual interest and write far more than the minimum…