In distance education courses with a large number of students and groups, the organization and facilitation of collaborative writing tasks are challenging. Teachers need support for planning, specification, execution, monitoring, and evaluation of collaborative writing tasks in their course. This requires a collaborative learning platform for…

Writing is a fundamental skill in English language learning that requires the application of effective instructional strategies. Various strategies have been implemented in writing classrooms, including writing strategies, summarization, collaborative writing, specific product goals, word processing, sentence combining, prewriting, inquiry…

This study explores the positive learning effect of formulating English sentences via Social Network Service (SNS; "Kakao-Talk") on less proficient L2 university students' (LPSs') writing, when the application is utilized as a tool to link in and out-of class activities in a multimodal-learning environment. Its objective is also to…

The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model…

The IMSCI model for teaching writing scaffolds the instruction so that students understand the features of a genre, see the teacher model writing a text in the target genre, participate in the creation of a text in the genre (through shared or collaborative writing), and independently write a text in the genre. This model is based on social…

Introduction: We report on a pilot study of students' use of sources in authoring Wikipedia articles. The procedure is demonstrated by investigating how students processed texts from sources to compose their own texts. Method: Four groups of upper secondary school students (aged 17-18 years) participated in an eight-week geography course and seven…

This article illustrates the sometimes unproductive tensions between community engagement goals in teaching writing and academic trends and institutional structures that influence grading practices and the language of authorship. To broaden instructors' understandings of possibilities for the relatively peaceful coexistence of individual and…

Compares and contrasts the collaborative-writing workshop models of Kenneth Bruffee, Peter Elbow, and James Moffett. Notes that although all profess an epistemic approach to writing instruction, their views about student potential and ability and the teacher's role are quite different. (MM)

Suggests ways to add the dimension of workplace reality to the teaching of business writing in the classroom, focusing on audience analysis, collaborative writing, and effective models of a variety of workplace documents. (SR)

A demonstration of a classroom writing group in action, this 35-minute interactive video and instructional booklet focus on writing as a shared act of communication. The videotape models structure and process rather than any particular kind of writing, and the group process can be adapted to a variety of writing tasks and requirements. The…

Intended to help teachers understand the complexities of the writing process, this pamphlet offers a model for writing conceptualized in three phases: stimulus, process, and product. The process phase is then examined from the perspectives of: consciousness, speed and elaboration, and mental/physical interaction. The following implications for…