This paper concerns teacher learning. It describes the impact on teacher knowledge and reported practice of working with diagnostic assessment tools for writing. These tools were specifically designed with a dual purpose: to provide diagnostic information about students to guide teaching for enhanced learning outcomes and also to develop teacher…

This paper represents an earnest attempt to identify specific pedagogical roles for blogs in language learning. After briefly describing various types of blogs and defining their purposes (Herring "et al.", 2005) we attempt to accommodate their position and application within language teaching (Thorne & Scott Payne, 2005), relating evidence from…

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…

Presents a month-long guide which teachers can use when introducing process writing in their classrooms. Notes the importance of adapting this guide for each individual teacher's classroom schedule and personal taste. (MM)

Uses examples from the writing process and critical thinking to illustrate "reification," a habit of mind which rigidifies and reduces a general and fluid process. Advocates reflection as a means to a broader sense of research and teaching and to more direct engagement with the practice of teaching, writing, and learning. (SR)

The effectiveness of writing instruction and process writing are discussed. The process writing approach has a significant impact on the U.S. education and hence, the principles of process writing provide guidance to teachers on potentially effective instructional practices.

Trickster tales, with their teachings on how to behave in the world, are a powerful means for transmitting social knowledge and cultural mores to children. In this study we compared two approaches to teaching fourth-grade students to write trickster tales. Although both instructional methods incorporated aspects of the writing process approach,…

Explains how a teacher teaches process writing in her mainstream high school classes, despite her obligation to cover grammar, literature, vocabulary, research, and communication. Shows how some approaches to process writing can be modified to fit it into a tighter, more structured course. (TB)

Provides discussion and critical analysis of three key models for teaching freshman composition courses. Discusses approaches centered on writing as product, writing as process, and writing as system. Considers what might be the common ground that these three approaches to writing instruction share. (HB)

This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

Identifies the challenges of teaching writing to college students. Suggests a method for creating a forthright exchange between student and teacher, one that can create conditions for improving student writing and allow faculty to teach with greater honesty about their own writing experiences. (KDR)

Notes post-process theories of composition instruction suggest that process is no longer an adequate explanation of the writing act. Explains how post-process theory can contribute to composition pedagogy. Argues that post-process theory encourages educators to reexamine the definition of writing as an activity rather than a body of knowledge,…

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

This article is a reflection on the author's work with second year pre-service teachers in the area of memoir writing at the Wits College of Education. The article argues that using a pedagogy that integrates process writing pedagogy, genre pedagogy and identity work, memoir writing can generate valuable learning in terms of writing and thinking…

For second language learners, English writing as one of the forms of communication is particularly tough. In order to help learners to write correctly and fluently, teachers could guide learners to integrate genre and content reasonably to meet their communicative needs, to motivate their interest and to improve their writing skills. The paper…