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Roscoe, Rod D.; Allen, Laura K.; McNamara, Danielle S. – Journal of Educational Computing Research, 2019
A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within…
Descriptors: High School Students, Writing Instruction, Computer Assisted Instruction, Writing Strategies
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Escott, Sharnee; McCrudden, Matthew T. – Journal of Research in Childhood Education, 2022
We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community in Aotearoa/New Zealand (NZ). We used a one-group pre-post design. The participants (n = 24) were year 5 and 6 students (ages 9-11) from the same…
Descriptors: Elementary School Students, Ethnic Groups, Student Diversity, Writing Instruction
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He, Tung-hsien – SAGE Open, 2019
This study applied the structural equation modeling (SEM) technique to explore the predictive relations among personality facets, writing strategy use, and writing performance of college students learning English as a foreign language (EFL). In total, 201 participants composed an argument-based essay, before being surveyed using two self-report…
Descriptors: Personality Traits, Writing Strategies, Writing Achievement, College Students
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Jozwik, Sara; Cuenca-Carlino, Yojanna – Rural Special Education Quarterly, 2020
Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task…
Descriptors: Self Advocacy, Persuasive Discourse, English Language Learners, Students with Disabilities
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Wilson, Joshua; Wen, Huijing – Elementary School Journal, 2022
This study investigated fourth and fifth graders' metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students' metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their…
Descriptors: Elementary School Students, Metacognition, Writing Attitudes, Writing (Composition)
Saaty, Ahdab Abdalelah – ProQuest LLC, 2018
This study explores its participants' task-based linear wiki-afforded collaborative writing experiences as well as their perceptions of these experiences. Its pre-task survey establishes the preparedness for collaboration of its participants, nine Saudi female TESOL graduate students working in three groups. Further, its mock writing task draws…
Descriptors: Graduate Students, Collaborative Writing, Web 2.0 Technologies, Females
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Traga Philippakos, Zoi A. – Reading & Writing Quarterly, 2019
The purpose of this study was to examine the effects of strategy instruction with an emphasis on oral language and dramatization on the quality of first graders' procedural papers. Participants were 121 first grade students who attended a rural school and six teachers. Students and teachers were randomly assigned to condition. Instruction lasted…
Descriptors: Elementary School Students, Grade 1, Writing (Composition), Writing Instruction
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Raymond, Rich – CEA Forum, 2019
To challenge resistance to required literature courses, instructors quiz students regularly on the readings; they also require examinations that ask students to define key terms, to answer background questions focused on authors and dates, to identify key passages by author/title/speaker, and to explain the thematic significance of each quotation.…
Descriptors: English Instruction, English Literature, College English, Teaching Methods
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O'Sullivan Sachar, Cassandra – Journal of the Scholarship of Teaching and Learning, 2020
This study examined the relationship between metacognitive revision and writing achievement in one instructor's developmental writing courses. Since American students often have had little strategic writing instruction in high school, they frequently come to college as non-proficient writers. By focusing on self-improvement rather than agonizing…
Descriptors: Revision (Written Composition), Metacognition, Writing Strategies, Writing Improvement
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Mohsen, Mohammed Ali; Qassem, Mutahar – Journal of Psycholinguistic Research, 2020
Second language writing researchers have examined the affordances of Automated Writing Evaluation programs in providing immediate feedback that helps improve students' writing outputs. However, a little is known about tracking learners' process during writing essays and whether much/less pauses made by learners could predict good/poor quality of…
Descriptors: Second Language Learning, Writing Strategies, Keyboarding (Data Entry), Writing Skills
Roscoe, Rod D.; Allen, Laura K.; McNamara, Danielle S. – Grantee Submission, 2018
A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within…
Descriptors: High School Students, Writing Instruction, Computer Assisted Instruction, Writing Strategies
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Wissinger, Daniel R.; De La Paz, Susan; Jackson, Cara – Journal of Educational Psychology, 2021
In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of…
Descriptors: Grade 4, Grade 5, Grade 6, Reading Instruction
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Mochizuki, Toshio; Nishimori, Toshihisa; Tsubakimoto, Mio; Oura, Hiroki; Sato, Tomomi; Johansson, Henrik; Nakahara, Jun; Yamauchi, Yuhei – Educational Technology Research and Development, 2019
This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about…
Descriptors: Persuasive Discourse, Undergraduate Students, Instructional Materials, Concept Mapping
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Jawas, Umiati – International Journal of Instruction, 2019
Writing anxiety is a term for a wide variety of apprehensive and pessimistic feelings about writing. The purpose of this study is to identify factors contributing to writing anxiety experienced by EFL students in writing essays and the strategies they apply to manage it. The possible factors of the anxiety were elaborated into close-ended…
Descriptors: Writing Attitudes, Writing Apprehension, Student Attitudes, Essays
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Bauler, Clara V. – Cogent Education, 2019
Online discussions have emerged as one of the most popular practices of writing in academic contexts in the twenty-first century. Nevertheless, we know little about the rhetorical features and composition strategies employed by multilingual writers in these types of discussions. Using online discussions in the brainstorming phase of the process of…
Descriptors: Persuasive Discourse, Multilingualism, Computer Mediated Communication, Essays
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