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Ibtissem Knouzi – TESL Canada Journal, 2023
Designed to gauge the actions, skills, and strategies that students use to identify, extract, and synthesize information from multiple source materials, integrated writing tasks are particularly challenging for ESL writers. Previous research tended to focus on a limited number of integrated tasks, mostly summaries of one or two sources, thus…
Descriptors: Cognitive Processes, Second Language Learning, English (Second Language), Writing (Composition)
Klein, Perry; Bildfell, Ashley; Dombroski, Jill D.; Giese, Christine; Sha, Kristen Wing-Yan; Thompson, Serena C. – Reading & Writing Quarterly, 2022
Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated…
Descriptors: Metacognition, Writing Strategies, Pretests Posttests, Comparative Analysis
Khaled Barkaoui – Canadian Modern Language Review, 2024
Many English language proficiency (ELP) tests used for university admissions and placement now include integrated writing tasks that require examinees to use external sources when writing. Integrated writing tasks improve test authenticity and impact, but they raise several validity questions, such as what academic language skills they engage and…
Descriptors: Language Proficiency, Language Tests, English for Academic Purposes, Second Language Learning
Murphy, Michael P. A. – Journal of Political Science Education, 2017
Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…
Descriptors: Undergraduate Students, Active Learning, Writing Strategies, Writing Skills
Haug, Katrina N.; Klein, Perry D. – Reading & Writing Quarterly, 2018
Previous research has shown that speech-to-text (STT) software can support students in producing a given piece of writing. This is the 1st study to investigate the use of STT to teach a writing strategy. We pretested 45 Grade 5 students on argument writing and trained them to use STT. Students participated in 4 lessons on an argument writing…
Descriptors: Assistive Technology, Computer Software, Writing Strategies, Pretests Posttests
McIntosh, Janet – Networks: An Online Journal for Teacher Research, 2017
The purpose of this action research project was to explore whether a reflective writing strategy, developed and used with pre-service teachers in a literacy methods course, assisted them with integrating theory and practice. The teacher educator analyzed the written reflective pieces and determined common categories. Study findings revealed some…
Descriptors: Reflection, Preservice Teachers, Writing Strategies, Theory Practice Relationship
Thériault, Pascale; Allaire, Stéphane; Gagnon, Vincent – McGill Journal of Education, 2017
Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the…
Descriptors: Electronic Publishing, Diaries, Web Sites, Elementary School Students
Zhang, Yan; Guo, Yan – International Journal of Bilingual Education and Bilingualism, 2017
Chinese children of immigrant families are often perceived as good at memorization and rote learning or as polite, obedient, and passive students lacking creativity and criticality. Guided by Multiple Literacies Theory and translanguaging, this study explores how Chinese children in a Mandarin-English bilingual program skillfully navigate…
Descriptors: Mandarin Chinese, English, Chinese Americans, Immigrants
Lapham, Steven S.; Hanes, Peter; Turner, Thomas N.; Clabough, Jeremiah C.; Cole, William – Social Studies and the Young Learner, 2013
This issue's "Middle Level Learning" section presents two articles. The first is "Harriet Tubman: Emancipate Yourself!" (by Steven S. Lapham and Peter Hanes). "Argo," which won the 2012 Oscar for best picture, was about a daring escape of six U.S. diplomats from Iran during the 1979 hostage crisis. Now imagine the…
Descriptors: Slavery, Change Agents, Females, African American History
Freedman, Leora – Across the Disciplines, 2013
A reading-writing initiative began in 2011-12 at the University of Toronto as a partnership between an East Asian Studies (EAS) department and an English Language Learning (ELL) Program. In this institution, students are expected to enter into scholarly discussions in their first year essays, yet many (both native English speakers and non-native…
Descriptors: Reading Writing Relationship, Foreign Countries, Asian Studies, English (Second Language)
Cavanagh, Martine Odile; Langevin, Rene – Language, Culture and Curriculum, 2010
The object of this exploratory study was to test two hypotheses. The first was that a student's preferential cognitive style, sequential or simultaneous, can negatively affect the imaginative fiction texts that he or she produces. The second hypothesis was that students possessing a sequential or simultaneous preferential cognitive style would…
Descriptors: Experimental Groups, Cognitive Style, Writing Strategies, Scaffolding (Teaching Technique)
Harrison, Gina L.; Beres, Deborah – Exceptionality Education Canada, 2007
Writing samples were examined from 42 post-secondary students with or without writing difficulties. Guided by the Simple View of Writing (Berninger et al., 2002), the samples were examined for evidence of difficulties with lower-order transcription processes and higher-order composition skills. Retrospective reports on writing strategies were also…
Descriptors: Writing (Composition), Writing Skills, Writing Processes, Writing Strategies

Joyce, Bruce; Hrycak, Marilyn; Calhoun, Emily – Educational Leadership, 2001
In a second-chance program to develop reading competence, secondary students in an Alberta district continue in core academic subjects while enrolling in a 90-minute curriculum based on the "Picture Work Inductive Model." They listen to readings by teachers, write to prompts, and read independently. (Contains 14 references.) (MLH)
Descriptors: Foreign Countries, Literacy Education, Reading Difficulties, Reading Strategies
Parker, Anne – Technical Writing Teacher, 1990
Describes the problem-solving approach implemented in the University of Manitoba's first-year technical communication course. Considers technical writing as a process which can be broken down into steps: classify, analyze, test, and solve. Explains that this process offers students the methodology and flexibility they need to solve either…
Descriptors: Content Area Writing, Engineering Education, Evaluative Thinking, Higher Education
Murray, Maureen McCarty – Ontario Action Researcher, 2006
This is the description of a teacher using the creation of a class newspaper as a vehicle to improve the writing ability of Grade 3 students. In this instance, there was the added benefit of creating a community of learners who worked and supported each other in their classroom. Notes from parents, comments from students and teacher observations…
Descriptors: Writing Processes, Writing Ability, Grade 3, Writing Instruction