This program profile will describe how the University of Central Florida's Student Accessibility Services' (SAS) Faculty Liaison program functions in the Department of Writing and Rhetoric. The Liaison Program served to provide an intermediary between departments and SAS so faculty may brainstorm accommodations with colleagues familiar with their…

The early emergent stage of writing consists of drawing and scribbling. This article provides a rationale for teachers to reframe their dispositions toward scribbling and reshape their interactions with writers in the early emergent stage. These teaching tips were derived from the authors' study of teacher, parent, and young students' perceptions…

This article considers the topic of motivation for writing, and explores connections between writing interventions and motivation. We review the extant literature with K12 students who participated in writing interventions and examine the motivation outcomes in those studies to determine whether improvements in writing ability also led to…

Multilingual students can thrive as multilingual writers when teachers create rich, meaningful contexts. The authors argue that teachers should use Brian Cambourne's seven conditions for learning as a guide: immersion, demonstration, approximation, engagement, expectation, responsibility, employment (use), and response.

Children in grades 4 to 6 (N = 14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once…

Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this…

This article describes 16 simple strategies that university academics who do not teach a writing course can use to help their students improve their writing. The strategies are based on the teaching experiences of the authors and follow a teaching model that includes (a) motivating methods, (b) writing instruction, (c) writing practice, and (d)…

Since the No Child Left Behind Act of 2001 linked federal monies to student performance on standardized tests, schools have faced increased pressure to provide high quality writing instruction. As district administrators search for curricula to support that instruction, they increasingly turn to scripted curricula. Scripted curricula is designed…

Community college students often struggle with writing tasks, and the skills used in summary writing are especially challenging for many of them (see Brown & Day, 1983; Day, 1980, 1986; Friend, 2001; Perin, 2002). Modeling has been demonstrated to be an effective tool for teaching a variety of writing skills to elementary and secondary pupils…

Traditionally low retention in developmental courses (Bailey, Jeong, & Cho, 2010) has led to reformed models of developmental education such as corequisite developmental writing, in which students enroll in a college-level writing class at the same time as a developmental support course (Adams, Gearhart, Miller, & Roberts, 2009). The…

This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for developmental writing. Qualitative survey data was collected at the beginning, middle, and end of Fall 2013 at a large public university in central Texas. A total of 21 students participated in this study. Eleven students who were…

Educational technologies with multimedia content can support effective learning, but these outcomes are moderated by learners' level of cognitive engagement or self-regulation. As a way to encourage deeper cognitive engagement without redesigning or redeveloping software (e.g., building more prompts, scaffolds, or automated support), this study…

Purpose: For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fostering students' understandings about writing. The purpose of this paper is to explore several…

This research was aimed to investigate EFL students' Self-Regulated Learning in writing. Self-Regulated Learning itself means the method that enable students to take control in understanding of knowledge from the lecturer by conducting their own way in learning. The design of this study was quantitative with survey design to measure students'…

Writing is one of the productive skills for language learners. This study was conducted to design a unit for language students who were enrolled in the School of Foreign Languages in one of the most prestigious Turkish state universities located in Istanbul. These learners had been taught different academic essay types in this educational…