This article draws on examples of student interviews incorporating multiple modalities to explore the writing lives of students as part of a larger project focusing on participants' experiences of writing within and beyond the university. We explain this innovative, iterative research method combining multiple texts and maps, characterizing it as…

Discourse-based interviews allow researchers to gather data about a writer's understanding of what informs a task. This method was essential for a research team seeking to understand the impact of programmatic learning objectives on student writing development. Three decisions in the approach to this research project sought to center the student…

The sparse literature on the use of imperatives in research papers suggests that they are relatively common in a small number of disciplines, but rare, if used at all, in others. The present study addresses the use of imperatives in a corpus of upper-level A-graded student papers from 16 disciplines. A total of 822 papers collected within the past…

Focusing on the contribution of reflective practice to teaching practice amongst student teachers, this study examines the impact of reflective journal entries of 16 student teachers from Faculty of Education at the Artvin Coruh University in Turkey. Quantitative and qualitative research approaches were employed for this study including open-ended…

This article discusses the role that handwriting can have when writing is used as a tool for learning in English language education. Nineteen Norwegian EFL teacher training students were interviewed in focus groups about their own practices and their thoughts about writing-to-learn activities. All the students said that they prefer to write by…

This study explored effective writing strategies and scholarly identity formation during a structured program intended to help mid-level student affairs professionals produce manuscripts for publication. The most important strategy participants identified was to create a habit of practice to foster writing. After working with the researchers,…

Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe…

Writing is an important skill that pervades all subjects and is required for postschool success. Many students with autism spectrum disorders (ASD) struggle with writing, yet it has been an underresearched area. To determine what writing practices are being implemented with students with ASD, we observed the practices of two teachers who instruct…

Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW courses that is informed by Gregory Schraw's model of…

The aim of this study was to provide insight into the current practice of writing instruction in Dutch primary education, as a stepping stone for designing and implementing sustainable innovations that could satisfy both practitioners and policymakers. We investigated the extent to which three domain-specific approaches--communicative writing,…

Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the…

This paper reports on the results of a two-year study into threshold concepts (TCs) in doctoral writing. The findings informed the development of a thinking to write strategy (the 4x4) that has been implemented as part of a pan-university doctoral writing programme at a New Zealand university.

In this article, I challenge the scholarly consensus that suggests students only rarely forge meaningful connections between the genres they compose in different domains of writing (Reiff and Bawashi; Yancey, Robertson, and Taczak). I argue that the genre and domain categories composition researchers have imposed through data collection and…

Writing at the doctoral level presents many challenges for second language writers. This paper reports on a longitudinal study investigating English as a second language (ESL) doctoral students' writing problems and the strategies they developed to meet these challenges. Eight students were interviewed four times over a two-year period during…

This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study…