This report explores the benefits of having guest speakers, who also teach academic writing to undergraduate students, discuss the writing journey they take when they write. The purpose of the exercise was to continue to explore ways to enrich students' experiences in the writing classroom. When students were asked for their thoughts on whether…

What Is It "Writing For Pleasure" Teachers Do That Makes The Difference? was a one year research project which investigated how Writing For Pleasure teachers achieve writing teaching which is highly effective (greater than average progress) and also affective (pertaining to positive dispositions and feelings). This research comes at a…

Background: The need for improvement in writing instruction in schools is dependent on teachers being aware of evidence-based procedures in writing and implementing them on a regular basis in their classrooms. Purpose: The purpose of this study was to explore the frequency with which teachers in Western Canada employed evidence-based procedures in…

Managing to communicate one's thoughts and ideas coherently and fluently remains a challenging task for native and non-native student writers alike. This challenge corresponds to the very nature of the writing act, which calls upon multiple and sophisticated cognitive operations. The major aim of this study was to investigate the writing…

Copious researches argue the effectiveness of peer-correction in writing courses (e.g., Connor & Asenavage, 1994). Also, Coit (2004) mentions using peer feedback for correcting articles through a student-centered environment is a beneficial pedagogy to extend learners' academic-style writing practice. Therefore, this study focused on…

Research suggests that basic writers are willing to edit but reluctant to revise their writing. In other words, they make surface-level changes to grammar, spelling, and punctuation but tend not to re-conceive content, structure, style, and cohesion. This paper argues that we need more instructional strategies that will help students understand…

In a debate in the Forum section of the "TESOL Quarterly", Jones and Silva (1998) exchanged views about the merits and demerits of teacher-assigned themes and topics in tertiary-level EFL/ESL writing classes. However, much more remains to be explored. Should teachers assign the topics of papers, or even the content themes for the entire…

This article explores the spaces for possibilities of a pedagogy of authorship in teacher education. A critical, transformative framework is considered within the current practices and contexts of pre-service teachers. It examines ways to address students' fears in their own writing, and suggests ways to enhance confidence through authorship, so…

The purpose of this presentation is to encourage college teachers of writing, inside and outside Appalachia, to look at dialect-based errors in a more expansive way even as they help students to make better choices about standard usage. The discussion, which is presented within the context of a socio-cultural perspective on bias in perceptions of…

The number of technical writing courses and programs in institutions of higher education has increased over the years. However, during the academic year of 1980-81 a study concerning the subject in Kentucky's colleges and universities could not be found. A questionnaire was designed to determine how many of the 42 Kentucky colleges and…