This paper reports the findings of a study of student writing that assessed the skill needs of a cohort of developmental writing students enrolled in a co-requisite composition course at a community college that is part of the City University of New York (CUNY). This credit-bearing course fulfills the first half of the required composition…

We present 11 evidence-based practices for teaching writing to students. These include recommendations for teaching writing to younger students (aged 5-11) and older students (aged 6-18). The recommendations are based on findings from close to 1000 investigations. The proposed recommendations are (1) students need to write, but writing is not…

We present 11 evidence-based practices for teaching writing to students. These include recommendations for teaching writing to younger students (aged 5-11) and older students (aged 6-18). The recommendations are based on findings from close to 1000 investigations. The proposed recommendations are: (1) students need to write, but writing is not…

Online learning democratizes and provides flexibility in accessing education, but it also places greater demands on students' self-regulated learning strategies. Previous studies have explored the important impact of effort regulation on academic performance. However, there remains more to explore on the dynamics of effort regulation among…

This narrative essay describes a basic writing instructor's engagement with student confusion in a hybrid Accelerated Learning Program (ALP) course. The story examines the ways confusion can mark sites of engagement for students and teachers and how ALP courses, in particular, might mediate effective (and ineffective) forms of confusion.