Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or…

This study examines the trajectories of two plurilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education, monolingual norms that emphasize native-like competence continue…

This study addressed tensions faced by teachers in balancing the types of writing valued in today's schools, the needs of today's writers beyond school, and the rich cultural and linguistic resources that students bring into today's classrooms. Drawing from data generated in a larger study of teachers in an inquiry group and their related…

This article captures lessons learned while coaching a team of writing teachers across a poetry writing unit of study. Because of the heightened pressure of successful implementation of curricular programs, coaching can become focused solely on implementation of resources with fidelity, which can neglect the art of teaching. This article captures…

This essay discusses the conflict a compositionist from the US-Mexico border encounters in teaching composition amidst migration. Drawing from Gloria Anzaldúa's autohistoria and autohistoria-teoría, the author articulates "autohistoriando" as a methodology in composition studies to self-fashion their role as a brown compositionist.…

Metaphors situated within critical reflections provide powerful insight into how preservice teachers (PSTs) understand their experiences and the world around them, particularly in areas like writing which is consistently understudied in teacher education programs. The present qualitative study uses metaphor data from Fall 2021, Spring 2022, and…

Effective professional development (PD) in teaching writing involves supporting teachers' knowledge of the writer's craft, including their thinking processes, linguistic knowledge and practical strategies for teaching these. Grammar-for-writing approaches support teachers' knowledge of how grammar creates meaningful effects in writing. While…

This essay explores the importance of formative creative writing in schools through a Key Stage 3 Creative Writing lunchtime club. I examine the power of unassessed and unconstrained writing through the work of one Year 8 pupil in the early stages of English language acquisition, who so often chooses to write about snow. Reflecting on her writing,…

Third- to fifth-grade teachers are struggling to teach writing, and research had not addressed how their training to teach writing or their confidence in their ability to use effective strategies to teach writing influences their teaching. The purpose of this basic qualitative study was to explore third- to fifth-grade teachers' training in…

This article offers a critical reading of writing center workplace space. Weaving together counterstorying with semiotic, geographic, and rhetorical analysis of space, the author provides an alternative way of understanding the connections between our physical and metaphorical workspaces. Precarity and contingency, the article posits, are made…

This qualitative study investigated teachers' perceptions of their own writing abilities and processes, the adequacy of their pre-service teacher preparation, and the efficacy of in-service, school system and school building-level support, and how each of these components affected the educator's aptitude to teach students in grade six through…

This study explored the perceptions of sixty-five developmental education instructors who taught mathematics, reading/writing, English, learning frameworks, or corequisite online courses. Community of Inquiry was used as a conceptual framework to guide analyses. Nonparametric tests revealed statistically significant differences on course structure…

This chapter provides an overview of Writing Pedagogy Education and showcases how the University of Arizona puts these opportunities into practice to prepare and professionalize graduate students as writing instructors.

Focusing efficiently on potential weaknesses in the validity argument of writing assessments--such as writing subjectivity, content coverage, criteria vagueness, and raters' incompetence--has been shown to positively enhance teachers' overall writing assessment competence (AC). In this study, we propose a computational bootstrapping model of…

For first year writing instructors, the teaching practicum is vital for navigating both the writing classroom and the institutions in which the classroom is embedded. The composition teaching practicum, or the often-required training course for new writing instructors, is where new instructors are typically first introduced to their institutional…