Preservice teacher candidates acquire and develop numerous competencies in their teaching programs, including how to teach writing. Effective writing instruction is critical across all ages and content areas, especially when working with students with and at risk of emotional and behavioral disorders, making it an important aspect of teacher…

This book incorporates both practice-based information and research to underpin teachers' emotions in the teaching and learning settings of second language (L2) writing, in the Chinese tertiary educational context. It introduces and validates a new conceptual framework for evaluating the causes and effects of the emotions of L2 writing teachers…

The purpose of this study is to investigate how the US-based First-Year Composition (FYC) instructors understand and facilitate metacognition in their classes and assess students' metacognition through exploratory, mixed methods approaches. I argue that even if we understand the importance of metacognition generally for student populations, we…

Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated…

Writing assessment can be used for a variety of purposes, both inside the classroom and outside: supporting student learning, assigning a grade, placing students in appropriate courses, allowing them to exit a course or sequence of courses, certifying proficiency, and evaluating programs. Given the high-stakes nature of many of these assessment…

This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical…

The mixed-method study firstly drew on regression analysis to check what influential variables were in constructing authorial voice of 45 Chinese MTI students (postgraduates) in an EFL writing course, and then based upon quantitative findings, qualitatively examined how students' EFL writing may resonate with voice teaching in the course with data…

The purpose of this study was to describe how experienced emergent writing teachers supported 4-year-olds in writing their own messages during the learning centers period of the preschool day. Data were drawn from two, year-long qualitative studies of early writing instruction. Adult participants were three researcher-teachers who worked in…

Writing instruction is a particular challenge because there is no singular, linear solution to teaching students to write well. This book approaches writing as a wicked problem that takes place in complicated contexts. Through both scholarly research and teacher reflection, it examines ELA classrooms and the experiences of writing teachers to…

Drawing on qualitative data gathered from interviews with twelve doctoral students in a composition program at a mid-size public university in the Northeast United States, this article documents graduate teacher-scholars' conceptual understanding of translingual pedagogy in the context of college writing instruction. I analyze and describe the…

Learning to teach writing is a complex process influenced by many factors. Formative assessment holds promise as a place for preservice teachers to gain a better understanding of students' unique struggles as writers and of writing as a complex, challenging skill. The authors of this article describe how working with a dialogic method of formative…

Drawing on results from a survey distributed nationally through the WPA and WCenter listservs, we examine the affective aspect of failure in teachers' responses to student writing, aiming to pinpoint teachers' perceptions of why students fail. Overall, we posit that writing studies needs to pay closer attention to teachers' emotional responses to…

The present study used a focus group methodology to qualitatively explore elementary writing teachers' attitudes and experiences using an automated writing evaluation (AWE) system called MI Write as part of a districtwide implementation of MI Write in Grades 3-5 in 14 elementary schools. We used activity theory as a theoretical framework to answer…

This research aimed to develop an appropriate module based on the writing needs of the learners. The author took the fourth-semester learners of the English Department at the State Islamic Institute of Palopo in the academic year 2018/2019. The author involved 40 learners as her participants. The method of the research was Research and…

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'…