With artificial intelligence (AI) now producing human-quality text in seconds via natural language generation, urgent questions arise about the nature and purpose of the teaching of writing in English. Humans have already been co-composing with digital tools for decades, in the form of spelling and grammar checkers built into word processing…

Revision is arguably the heart of the writing process, but teachers and students may sidestep the complexities in favor of the quick finish. By surfacing the classroom ecologies and practices involved in supporting student writers, the authors discover revision as a site for the development of agency. To more closely examine what happens in the…

Engaging young students in an authentic writing process is an important part of their literacy development. Equally important is maintaining a developmentally appropriate classroom where young students explore, create, and play. In this article, the author shares her endeavors into implementing an illustration study during writer's workshop and…

In spite of views that children's writing development is in large part a linguistic complex process involved in their engagement within and across social activities in and out of school, the literature is scant on the wide range of semiotic resources that children may draw on to animate their poetry writing and performances. Drawing from a case…

This article shares strategies that educators can use to assist students in meeting the challenges of academic writing more effectively. In order to foreground an understanding of struggling writers, the text begins with a brief review of composition theory and history related to basic writers and identity. It goes on to examine classroom…

This paper reflects on and theorises the experience of developing a postgraduate core subject in EAP, exploring the role of both genre awareness and process management in facilitating writing from sources. Reflection on our initial genre-based pedagogies indicated that teaching the literature review to coursework students was not appropriate, and…

By the time they reach preschool or kindergarten, young children are already writers. They don't have much experience, but they're filled with stories to tell and ideas to express--they want to show the world what they know and see. All they need is a nurturing teacher to recognize the writer at work within them. Taking an exciting, new approach…

Describes techniques used in a 9-week unit in creative writing for elementary school children. Emphasizes the importance of learning that thinking, reading, and writing are facets of the same processes. Lists readings and books to read aloud and imitate. (DMM)

Expresses concern over students' weakness for hyperbole. Notes that in order to engage students in the process of exploring what they do not know, teachers need to convince them that clarity and understatement requires as much imagination as hyperbole and exaggeration. Presents a teaching exercise that encourages students to write about what they…

Discusses ways to create a classroom environment that encourages students to test the power of their language through reading and writing experiences. Describes a writing lesson in a writer-centered classroom, what a writing classroom looks like, and what teachers should do first in terms of the physical setup of the classroom. (SR)

Describes a simple writing process to help students become more effective writers in which students, by writing one sentence at a time on a single strip of paper, learn how to write a paragraph. (SR)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

This book has an easy-to-follow-format. It supports teachers through six workshops by sharing specific strategies, procedures, and materials that worked best for students and teachers in classroom writing workshops. The book discusses the routines that helped organize and support a workshop; and presents strategies for anecdotal record-keeping,…

This lesson uses artworks as inspiration for narrative writing: students in grades 6-8 will have the chance to think critically about their interpretations of the events in an image and to write a story that tells background on the image or extends details on what has happened. During two 50-minute lessons, students will: demonstrate knowledge of…

Describes how the author asks students to turn off their monitors (literally and figuratively) and key into their "processors." Describes a tactile writing exercise to emphasize the sensation, the feel, that "writing with flow" generates. Notes that this experience of flow is vital to his vocation as a writer and as a writing instructor. (SG)