This article presents the findings of a study in which college freshman reflected on the process of writing a literacy narrative and considered the impact of such writing on their narrative identities. The author synthesizes existing scholarship on literacy narratives, discusses the methodology of interpretive phenomenological analysis utilized,…

Research on writing pedagogy education (WPE) emphasizes the importance of engaging graduate student instructors (GSIs) in mindful reflection about their own practices and about composition theory. Little research, however, has explored what we learn from a systematic, empirical investigation of GSIs' reflective writing. In this article, we…

Our research explores the meaningful writing experiences of 325 undergraduate students who self-identify as multilingual. Through qualitative coding of open-ended survey data, we found that respondents considered their writing meaningful when it allowed them to make personal and relevant connections and learn new skills and strategies. Our…

The bias against personal experience manifests in writing courses as privileging the citation of scholars, fearing emotional writing, and equating argumentation with democratic ideals. To value the lives and knowledges of marginalized students, the curricular goals, assignments, and activities for writing courses needs to be reconsidered.…

The initial composition course in the community college has the potential to be a transformative space for the identity formation of adult learners towards the linguistic signifier of "scholar." Freshman students of variable ages enter a new culture which demands the negotiation of an alternative academic language, an adaptation to the…

Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…

This article affords insights into the interdependence between writing and critical translation to inform implementations of antiracist and translingual writing pedagogies. Promoting linguistic and social justice for multilingual writers, it presents a writing assignment design that focuses on critical translation across asymmetrical power…

Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…

Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized…

Getting students to read actively for a required introductory course in literature poses several challenges, to say nothing of trying to make required reading personally meaningful. This essay outlines assignments that encourage students to make literature meaningful by establishing personal connections to texts in ways that can also impact…

The nonfiction letter offers students an opportunity to study a dying art while also gaining insights about people, places, and eras. Teaching students the value of letters teaches community, caring, and connection. Whereas reading great works of literature can and does provide insight into life's purpose and meaning, the nonfiction text of a…

This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results…

This interpretive study explores the writing and writing experiences of 2 bilingual, Mexican, immigrant undergraduates at a US university. Hornberger and Skilton-Sylvester's (2003) continua model of biliteracy situates writing interactions to understand how students explore and draw on their bilingual and bicultural resources as they develop…

In this article, two students share their experiences and recommendations on writing. They talk about when and how has a teacher or an assignment made them feel most like a real author.

The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as…