The study aims to discuss of the implementation process for writing to learn activities. The document review method has been used in the research containing qualitative data. Data were obtained from scientific articles, books, and presentations containing information about the general characteristics of process-oriented writing and writing to…

Writing achievement is crucial for English as a foreign language (EFL) learners due to its impact on language skills, overall proficiency, academic success, creativity, and critical thinking. However, the teacher feedback may be problematic due to timing, subjectivity, overemphasis, and alignment with learning goals. Automated feedback, on the…

The insufficient focus on developing writing instruction in education is a significant problem. Despite the crucial link between writing and reading skills and their impact on academic and life success, there is a notable lack of emphasis on writing in schools. Writing A-Z is a digital-first program that helps teachers establish a writing…

Feedback is powerful but variable. This study investigates which forms of feedback are more predictive of improvement to students' essays, using "Turnitin Feedback Studio"--a computer augmented system to capture teacher and computer-generated feedback comments. The study used a sample of 3,204 high school and university students who…

The general purpose of this study is to increase, in a classroom environment, formal communication by using reading and writing. Our research focuses on reading as a means to develop the writing of a good précis, which in its turn contributes to improve: 1) memory, vocabulary and grammatical-syntactical structures, in brief, the organization of a…

Every Child a Writer is a genre-based model of writing instruction promoted by the National Literacy Coalition. This paper reports on Colorado schools implementing the model. Statistical analyses of achievement patterns in implementing schools were compared to statewide achievement results. A student cohort design across multiple years was…

The present study aimed at characterizing what skilled or more proficient ESL college writing is in the Philippine setting through a contrastive analysis of three groups of variables identified from previous studies: resources, processes, and performance of ESL writers. Based on Chenoweth and Hayes' (2001; 2003) framework, the resource level…

In the county schools, students are assessed every nine weeks based on a writing prompt using a rubric supplied by the county, but the students are often taught using Writer's Workshop. This action research attempted to determine if Writer's Workshop and the use of writing prompts have different effects on first graders' writing ability and…

This paper presents case studies of four students' experiences with writing in a fourth/fifth grade classroom. The paper focuses on the following questions: What is the relationship between children's social and intellectual identities and their successes or struggles in writing? How do writing instruction and assessments mediate that…

This study investigated the effect of the portfolio assessment strategy to teach and assess writing performance of EFL third year students enrolled at the 3rd Secondary School, Skaka (Al-Jouf region). The purpose of the study was to determine whether a specific portfolio assessment model was effective in helping the students to improve their…