According to a growing body of research, fostering a metacognitive awareness of the writing process is integral to the development of strong writers. Writing scholars (e.g., Driscoll & Wells, 2012; Yancey, Robertson, & Taczac, 2014; Gorzelsky, Driscoll, Pazcek, Jones, & Hayes, 2017) suggest that developing this awareness can improve…

We report on a survey of students and alumni, examining their "rhetorical training"--their writing knowledge and experiences across multiple courses, campus employment, and workplace contexts. The survey asked participants to identify their most often written genres and their most valued type of writing, the rhetorical situations in…

This paper describes a survey of teachers of students with visual impairments (TVIs) in Nebraska. Questions addressed their preparation to teach writing, writing practices, and beliefs about writing instruction. Twenty-four of 60 TVIs in Nebraska responded to the survey, and 19 answered all questions. Teachers were split on their preparation to…

This essay explores the creativity and learning that can take place when students are given the opportunity to go beyond the GCSE set poems and create their own poetry anthologies. I argue that in the process of creating a poetry anthology, students are encouraged to engage on a deeper and more personal level with poetry. I suggest that when…

Learning to write is a complex process and children have to orchestrate a range of processes and skills in order to produce written messages. Young children are facing increasing demands in terms of the expected complexity of their written messages in education settings across the world. Teachers, in turn, are challenged to support children and…

Keystroke logs provide a comprehensive record of observable writing processes. Previous studies examining the keystroke logs of young L1 English writers performing experimental writing tasks have identified writing processes features predictive of the quality of responses. Contrarily, large-scale studies on the dynamic and temporal nature of L2…

Writing places heavy demands on students' cognitive capacity. Existing research suggests that planning before writing can help to alleviate this cognitive burden; thus improving the quality of student writing. In this explanatory sequential mixed-methods study, the researcher examined the efficacy of specific pre-planning tools on students'…

We evaluate how higher- vs. lower-scoring middle-school students differ in their composition processes when writing persuasive essays from source materials. We examined differences on four individual process features--time taken before beginning to write, typing speed, total time spent, and number of words started. Next, we examined differences…

In lived experience, the two processes of secondary research and writing overlap and intertwine interminably, creating an overarching complex system as research becomes expressed in writing and writing generates new research. This classroom study explores the two processes as one--the research-writing process--through coding of student journal…

Peer review is a common practice in writing studies. However, while there is considerable research on peer review, pedagogical studies on other forms of student-led assessment strategies are less prevalent. This study investigates the expansion of assessment practices into student-led rubric development and peer grading, focusing on their effect…

This study investigated the effect of consistent freewriting practice on written fluency development. Thirty-nine first-year university students completed 70 10-minute freewriting activities over the course of an academic semester. Written fluency, measured as words produced per minute (wpm), increased from a mean of 19.5 wpm to 30.1 wpm over a…

Challenges with writing have been identified as a key factor in the timely completion of PhD programs. Doctoral writing groups, where students provide peer feedback on drafts, are increasingly being implemented as a potential solution to support and develop student writing. This paper presents an exploration of the impact of an online doctoral…

The process-genre approach, varied feedback types, and technology integration have been shown to improve students' writing skills, but there is little research on how these three variables interact when implemented together in writing instruction. This study applied a quasi-experimental design with a sequential explanatory design to integrate the…

Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT's…

The Purpose of this dissertation is to explore undergraduate Computer Science (CS) students' writing processes and transfer as they occur in the process of completing a writing assignment in a CS course. In particular, I observe and analyze students' writing processes, and investigate examples of writing knowledge transfer from prior and…