The author, who teaches the English Methods class in the credential program, knew from entries in students' Writer's Reader's Notebooks (Rief) that they were struggling with the articles assigned about a five-paragraph essay. Following a discussion of form-first instruction and CCSS assessments, this article provides concrete suggestions for…

This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…

While many college students at two-year public colleges need Basic Writing classes before entering college-level writing courses, only 34% have successfully passed their Basic Writing classes (Ternes, 2008). Troyo (2000) maintained that the reason students failed in Basic Writing classes was that more research-based effective teaching strategies…

During what might have in the distant past been called "quiet time" in Arlene Anderson's fourth-grade classroom, many of her students are glued to their netbooks. The intense, enthusiastic focus and the hushed chatter amongst the students are all about high scores and strategy. Students are revising and editing their writing assignments within a…

The purpose of this grounded theory study was to explore Native American students' experiences with writing in the first year of college at a public research university and two tribal colleges, exploring in particular what helped them succeed as writers. Individual interviews with students served as the main sources of data and included…

This study explored how college freshmen at a mid-sized public university in north-eastern United States used Twitter, an anytime/anywhere writing technology, to support and promote the writing process by using tweets as a pre-writing activity. Two of the authors taught a joint course of First Year Seminar and Basic Reading in which the same group…

This article describes the process used by one high school teacher to incorporate writing into her classroom. The teacher made several modifications to her curriculum to provide her students with opportunities to engage in online research, and produce text for real-world audiences. The students' comments indicate that although they were initially…

While writing pedagogy instructors assign their students a range of writing tasks, often as central or repeated features of the course, a crucial question has not yet been addressed: does it matter what new teachers write? If pedagogy students are being assigned writing in part to further develop their attitudes and practices related to teaching…

Describes a successful approach used by the author in "Composition and Literature" courses which teaches students to write in a relaxed manner about material unnatural to them (literary texts). Describes focusing on communicating to a generally ignorant reader who is knowledgeable about the work. Argues that papers became clearer as the semester…

Investigates children's interest in the nursery rhyme genre. Notes that by talking about the rhymes, seeing an expert writer modeling the writing process and writing collaboratively with their teacher and with each other, the children wrote an "alternative" nursery rhyme book. Concludes the children began to see writing as a long term process but…

A study determined the effectiveness of using a computer word processor as compared to the traditional paper-and-pencil method for process story writing. Students in a first-grade classroom in the Mark Gardiner Hoyle Elementary School located in Swansea, Massachusetts, were randomly divided into a control group of 12 students and an experimental…

The most used model for empirical research on the writing process is based on cognitive psychology and does not take into account affective phenomena, although it has long been recognized that affect (that is, the noncognitive aspects of mental activity) plays a large role in writing and learning to write. To understand the complete picture, it is…

Investigates the effects of highly structured versus less structured lessons on student narrative writing. Finds that the less structured lessons resulted in superior student writing and the highly structured lessons resulted in mechanical, fill-in-the-blank responses. (MG)

Suggests that using the one-minute paper to teach an introductory economics course increases economic knowledge regardless of student ability level and instructor characteristics. The one-minute paper is a form of feedback where the students answer a few basic questions about the lesson at the end of the class. (MJP)

Notes that students often distrust the discussion method of instruction. Outlines three strategies along with examples designed to empower, engage, and instruct students utilizing the discussion method including the dramatic moment; validation of student expression; and integration of reading, writing, and talking. (MJP)