Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a sample of teachers (n = 310) about their instructional practices…

The current study adopted features of a survey research design to examine the EFL high school teachers' beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools…

In this article, I describe my reflections on developing student authors through a class research project. I review the assignment origins and description and my role in the students' developmental journey from transforming a class assignment to a publishable work. (Contains 1 figure.)

This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest…

This literature review serves to inform the reader on current literature on Contrastive Rhetoric (CR), with specific reference to teaching writing to Japanese students of English. It will examine the historical developments of CR and its present significance before then looking at possible reasons for unique characteristics of Japanese L2 writers…

"Blogging across the curriculum: Integrating blogging in the elementary classroom" is an Action Research Project that sought to explore the level of engagement in the writing process by students in grades 3, 4 & 5 while blogging across the curriculum. Blogging took place in homeroom classrooms as well as in the school's math, science and…

Writing teachers can use several techniques to focus student attention on revision and to guide students, revision processes. Asking students to make an outline of what they have already written (after the draft is complete, just before the conclusion is drafted, or when the writer is blocked and does not know what to write next) enables a writer…

This paper is based on the premise that writing is a central means for learning, clarifying, organizing, and expressing ideas and information, and that all teachers should share responsibility for helping students to become writers both inside and outside of the classroom. The paper's aim is to find answers to the following questions: Why do…

In today's educational climate, it is more important than ever that teachers prepare their students to be effective and competent writers who can write for a variety of purposes. How can teachers teach their students the skills they need to be successful while also fostering an appreciation for the process, craft, and art of writing? Drawing from…

Shows how the technique of using actual poems and corrupted versions of poems for compare/contrast discussions helps to develop students' skills in criticism and in revising poems. (RL)

Proposes a model for teaching the writing process in technical writing classes, with examples of the model's application to writing titles, introductory components, resumes, and instructions. (RL)

Reviews the research related to composing and describes the composing process used by young children as they develop into mature writers. (MG)

An instructor who teaches composition, poetry, and creative nonfiction at Delta Community College in central Michigan language makes connections and helps people imagine their way fully into subjects. People have a deep, if unconscious and unfocused, need to discover and tell the truth. For one semester his students act like writers. They keep…

To write cohesively means doing many things at once--wrestling with ideas, balancing form and function, pushing words this way and that, attending to syntax and diction, and employing imagery and metaphor until a coherent message emerges. Though full of promise, student writing typically lacks cohesion, and the question is whether the fault lies…

When writer's workshop is introduced to the kindergarten classroom, students often do not have the basic skills they need to participate in the process. Teachers should not let that prevent them from introducing writing instruction to their young students. This book shows teachers that all the skills they need to teach their young writers can be…