Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose: This study examines high school English teachers'…

In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…

Whilst historically there has been a widespread consensus that teaching grammar has no impact on students' attainment in writing, more recent research suggests that where a functionally oriented approach to grammar is meaningfully embedded within the teaching of writing, significant improvements in writing can be secured. A recent study, using a…

In this study, a quasi-experimental within-subject design was adopted to examine the intervention effects of teaching academic formulaic sequences (FS) for writing with one intact class consisting of 15 EFL third-year college students. Fifty target FSs were chosen from five recently compiled academic formulas lists (mostly derived through corpus…

Many educators teach students that are reluctant about the revisions process in writing. However, this longitudinal study follows a group of students from kindergarten through 8th grade who embraced the importance of the revision process. (Contains 8 figures.)

Students' poor performance on national assessments of writing suggests that educators need effective approaches to assess and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions in reading, but little research has investigated BEA with writing. Early writing is an especially…

This snapshot describes and reflects upon two case studies of community writing projects between Emerson College and Boston Public Schools. Emerson College students were asked to tutor 10th grade BPS students for the English Language Arts portion of the state standardized assessment. Through both quantitative results and qualitative reflection,…

The search for a common model of instruction in first-year composition began in the 1960s when composition first began to separate from literature in college English departments. Because writing is essentially a methods course with no standard curriculum as one might find in physics or economics, common model has been elusive. A sign that…

The increasing number of culturally and linguistically diverse (CLD) students in the United States has created a priority for examining the perspectives, dispositions, and attitudes that best support these learners' writing. This study explores the link between a teacher's developing pedagogical language knowledge and humanizing practices and her…

This investigation was done to explore the effectiveness of "Ask, write, throw" (AWT) technique in improving the writing skills of B2 level learners of Turkish as a foreign language compared to traditional teaching technique. To this end, 35 learners at similar levels were recruited. There were 18 learners in the AWT (experimental) group…

Language teachers devote a lot of time and energy to provide corrective feedback (CF) to help student writers improve the accuracy of their writing. However, regardless of the CF approach adopted, similar types of errors usually appear in students' new pieces of writing. Thus, most teachers have some doubt about the impact of CF, and some see it…

The present study investigated how 6 Korean ESL graduate students in Canada used a suite of freely available reference resources, consisting of Web-based corpus tools, Google search engines, and dictionaries, for solving linguistic problems while completing an authentic academic writing assignment in English. Using a mixed methods design, the…

The study examined the connection between writing competency and writing feedback experiences through academic writing course for student-teachers across the curriculum. The aims of the course were to prepare student-teachers to their role as writing facilitators and to improve their writing. Experimental and control group differed in course plan…

This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…

How writing teachers conduct their assessment is an important but under-researched topic in the field of language assessment. By partly adopting Cheng et al.'s (2004) survey, this mail survey study aims to fill this gap by examining how tertiary-level EFL writing teachers assess their students in basic English writing classes in Taiwan. The…