In this article, I present the results of a national study of response to student writing and argue for an approach to response I call "Responding for Transfer" (RFT). My corpus includes peer and teacher responses to 1,054 rough and final drafts of student writing from across the curriculum as well as 128 student self-reflection essays…

How well can students exposed to political science for the first time work through the research article writing process? Previous research has introduced selected research article writing skills to students in introductory courses, but has not studied whether students in such courses can complete the entire process of writing and revising a…

Graduate students face a fundamental change in identity when transitioning from undergraduate writers to graduate writers. In their new role as graduate writers and researchers, they must move from consuming knowledge to producing knowledge through their writing. Often, they must learn new genres of writing, new disciplinary conventions, and new…

Via interview data focused on instructor practices and values, this study sought to describe some of what performing and visual arts instructors do at the university level to effectively teach disciplinary values through writing. The study's research goals explored how relationships to writing process in visual and performing arts support…

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…

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…

Ideally, college classes are small. Kilgore and Cook (2007) observed that large class size can be an obstacle to good teaching. However, there is financial and human resource value in delivering quality course content in large lectures. Consequently, large lecture classes are a fundamental part of the undergraduate student experience at many…

This essay shows the range to complexity for assessing academic service learning experiences. Corso recommends that instructors understand expectations for cognition, affective response, and communication competence as they place students into academic service learning experiences and as they assess learning outcomes within such contexts. Corso…

The purpose of this book is to provide a wide range of examples of writing across the curriculum (WAC) activities in order to encourage teachers to use writing in their classes regularly as a way of stimulating critical thinking in their students and providing variety in their teaching methods. The book is presented in three sections. The first…

In this article, the author describes Penn High School's writing center, a technology-supported writing classroom which began in July 1994. The Penn writing center operates as a true "center"--a place for students and teachers, technology and talk, thinking and writing to come together. Every day, more than 200 students visit the writing…

Recommends that as college faculties of all disciplines become more concerned with the quality of their students' writing and seek assistance of composition faculties in improving it. The need for a common vocabulary for defining "good" writing, diagnosing problems, and recommending teaching methods is apparent. (RAE)

Discusses the challenge and justification for three writing instruction methods: (1) a regularly scheduled block of time for writing; (2) self-selection of topics by students; and (3) writing across the curriculum. Emphasizes the importance of creating a classroom environment and processes that nurture in students the desire to write. (TJQ)

Compares the use of multiple choice and essay tests for student evaluation and asserts that essay tests are superior but have disadvantages. Presents a rationale and suggestions for implementing the guided essay approach to student evaluation. Includes an appendix with a guided essay format accompanied by a sample essay. (CFR)

This article discusses several ways that Web sites and e-mail motivate students to write. When students know someone other than their teacher will see their writing, it becomes easy to help them with process and mechanics. They take pride in their work, and they make it look good. The author found that students were more receptive to a revision…

The University of Georgia's Writing Intensive Program began--as do many college-wide writing initiatives--with faculty concern about the quality of student writing at the university. Acknowledging that the responsibility for this quality--or lack thereof--belongs to all faculty, in all disciplines, not just to first-year composition instructors…