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 study aimed to investigate the roles of transcription skills and oral language abilities in predicting writing quality and productivity among Spanish-speaking kindergarten children (N = 159). Using Structural Equation Modeling (SEM), the study examined associations between these foundational skills and writing outcomes. The model demonstrated…

Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the…

Writing high-quality procedural texts is a challenging task for many learners. While example-based learning has shown promise as a feedback approach, a limitation arises when all learners receive the same content without considering their individual input or prior knowledge. Consequently, some learners struggle to grasp or relate to the feedback,…

The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is known about how teacher academic support influences FSB in L2 writing and whether this relationship is mediated by L2 writing self (ideal and ought-to L2 writing selves). To address the lacunae, this…

This article examines African American rhetorical feature use in the secondary literacy classroom. It explores the historical evolution and pedagogical implications of incorporating African American rhetorical features into classroom writing instruction. The article discusses the historical evolution of African American Language and its position…

In this paper, we report a longitudinal study of the effects of procedural task repetition on learners' task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate-level Saudi learners of…

Some previous researchers attempted to bridge the gap between two bodies of research: the role of metacognitive knowledge in second language (L2) writing and L2 collaborative writing (CW). Although recent studies unveiled the positive impacts of learners' metacognitive knowledge on L2 collaborative writing, there is not yet consensus regarding the…

Through a qualitative, collective case study design, the study investigated children's demonstration of agency in composing writing projects in three elementary classrooms within one school. Researchers conducted interviews with the teachers, observed classroom writing instruction, interviewed children individually or in small focus groups, and…

This content analysis examined the evaluative components of elementary, high-stakes, state standardized writing sample rubrics. We explored the ten most populated states in the United States, and thus most influential states, to yield salient trends in writing evaluation for early grades. Using Spandel's analytical traits as our conceptual…

Students in adult education (AE) programs have limited access to quality writing instruction due to lack of empirical research. The current study is part of a larger research project to design and test the feasibility and effectiveness of a writing curriculum based on strategy instruction with self-regulation. We present the findings of our…

The ability to write informatively is a skill not only required by the U.S. Common Core State Standards but is also essential for preparing students to be successful in college. The purpose of this exploratory study was to evaluate the effects of a self-regulated strategy development (SRSD) informative writing intervention for high school students…

Written argumentation involves providing reasons to support the writer's stance on a contentious issue. A question arose in the study regarding how training in written argumentation would impact Thai EFL learners' ability to reason. The research adopted a quasi-experimental design. A group of English for Communication students received training in…

Background/purpose: The study tries to discover how predictive thinking can be incorporated into writing activities to assist students in developing their creative skills in writing learning environments. Through this study, teachers will be able to adopt a new teaching method that helps transform the way creative writing is taught in language…