The Expository Reading and Writing Curriculum (ERWC) is a college preparatory English language arts course designed to enhance the abilities of students through rhetorical analyses of compelling issues and interesting texts. In order to inform the organizations that support the infrastructure of the ERWC as they seek to make the ERWC more widely…

Many students struggle with decoding and implementing feedback given to them on writing assignments. Researchers and instructors have used various technologies and strategies to improve students' uptake of feedback given on written assignments, one of which is a form of video feedback called screencasting. Research has been conducted on students'…

This article explores the use of "representativeness" as a guide to examining at English A-level through an analysis of two training days on two different modules. "Representativeness" is a cognitive heuristic which guides decision-making essentially by asking 'how much does this example look as if it belongs to this class of…

Having students read news articles or novels, watch television snippets, engage in class discussions, essay-writing, emailing, and drafting letters are excellent ways to broach any number of society's systemic and oppressive social maladies. Engaging in these activities in the English language arts classroom can serve as a catalyst to encourage…

Derivational morphology in the learners' English narrative compositions was the main purpose of this research. Morphology is the study of morphemes which are the smallest significant units of grammar. There are two kinds of morphology: derivational and inflectional morphology. Derivational morphology is related to affixes such as suffixes,…

While most of the L2 writing literature focuses on tertiary L2 writing, there is relatively scanty research conducted with adolescent L2 writers. The present study aims to explore Chinese adolescent L2 writing from the perspective of writing as meaning-making in systemic functional linguistics tradition. Drawing on the framework of process type…

This research focused on the ability of writing argumentative text correlate to writing motivation and grammatical competence. This research used survey method through correlational study. It was conducted on the students of grade X in SMA Negeri 3 Serang in academic year 2016/2017 using simple random sampling technique. The data collection in…

As part of an ethnographic study of a secondary English Language Arts classroom, one teacher took a critical translingual approach to curriculum and instruction, encouraging students to engage in translanguaging and to explore the intersections of language with power and identity. The larger study's central question was, what does participation in…

This brief report presents the preliminary results of the textual data analysis within a qualitative longitudinal study that examines ESL adolescent writers' voice in their academic writing as they transition from a High School Preparation (HSP) intensive English program to mainstream high schools (HS) in Sydney, Australia.

In response to the Elementary and Secondary Education Act in 2001 (No Child Left Behind), states have sought various ways to adequately assess students in order to in turn hold schools and districts accountable for closing the achievement gap. As the state of Texas, motivated by pressure from parents, teachers, and other vested interest groups who…

Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of…

This study investigated the approximations of disciplinary literacy in high school English Language Arts students' writing. To study the development of these disciplinary conventions, the portfolios of written literary analyses were examined from fourteen twelfth-grade students over their last two years in high school. The conceptual framework for…

This report presents the findings from an independent evaluation conducted by WestEd on the Expository Reading and Writing Curriculum (ERWC). Funded by an Investing in Innovation (i3) Validation grant, the ERWC is a grade 11 and grade 12 English language arts (ELA) curriculum developed by the California State University. The independent evaluation…

This longitudinal phenomenological study centers on an after-school writing club at an elementary school started by two high school English teachers and their students. Over the course of a school year, the writing club addressed local and systemic issues of inequality and facilitated the voice, agency and creative expression of the third to fifth…

When schools in Arkansas and most of the country shut their physical doors and moved to remote instruction in March 2020, Rachel Evans, Christian Goering, and Seth French planned to engage in a multifaceted experience that bridged personal narrative writing, songwriting, and podcasting. Undaunted by the shutdown, they offered Evans' ninth-grade…