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Bahaziq, Afnan – English Language Teaching, 2016
Discourse is essential in communicating thoughts and ideas. People around the world communicate their ideas through stretches of language. In order to understand any discourse, it must achieve cohesion. The purpose of this paper is to define and describe the cohesive devices based on the work of Halliday and Hasan (1976). It also aims to emphasize…
Descriptors: Writing (Composition), Academic Discourse, Discourse Analysis, Essays
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Allen, Laura K.; Crossley, Scott A.; Snow, Erica L.; Jacovina, Matthew E.; Perret, Cecile; McNamara, Danielle S. – Grantee Submission, 2015
We investigated whether students increased their self-assessment accuracy and essay scores over the course of an intervention with a writing strategy intelligent tutoring system, [Writing Pal] (W-Pal). Results indicate that students were able to learn from W-Pal, and that the combination of strategy instruction, game-based practice, and holistic…
Descriptors: Intelligent Tutoring Systems, Self Evaluation (Individuals), Accuracy, Essays
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Campbell, Yvonne C.; Filimon, Claudia – RMLE Online: Research in Middle Level Education, 2018
The number of English language learners (ELLs) mainstreamed into regular classrooms continues to increase. Curricular writing standards required by the Common Core State Standards require students to write essays analytically in response to text(s). Many English Language Arts (ELA) teachers may worry about effectively delivering essay writing…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Common Core State Standards
Weston-Sementelli, Jennifer L.; Allen, Laura K.; McNamara, Danielle S. – Grantee Submission, 2016
Source-based essays are evaluated both on the quality of the writing and the content appropriate interpretation and use of source material. Hence, composing a high-quality source-based essay (an essay written based on source material) relies on skills related to both reading (the sources) and writing (the essay) skills. As such, source-based…
Descriptors: Reading Comprehension, Writing Strategies, Reading Strategies, Content Area Writing
Harten, Michael D. – ProQuest LLC, 2014
This study analyzed three analytical essays and three metacognitive reflections written by 36 high school sophomores during one school year. After they had written analytical essays, students wrote reflections in which they described their writing process, explained what they did well, and identified two areas for improvement. The study focused on…
Descriptors: High School Students, Metacognition, Reflection, Self Evaluation (Individuals)
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Rinnert, Carol; Kobauashi, Hiroe; Katayama, Akemi – Modern Language Journal, 2015
This study takes a dynamic view of transfer as reusing and reshaping previous knowledge in new writing contexts to investigate how novice Japanese as a foreign language (JFL) writers draw on knowledge across languages to construct L1 and L2 texts. We analyzed L1 English and L2 Japanese argumentation essays by the same JFL writers (N = 19) and L1…
Descriptors: Japanese, Second Language Learning, Transfer of Training, Novices
McNamara, Danielle S.; Jacovina, Matthew E.; Snow, Erica L.; Allen, Laura K. – Grantee Submission, 2015
Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate…
Descriptors: Learning Processes, Instructional Design, Intelligent Tutoring Systems, Writing Instruction
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Boutet, Isabelle; Vandette, Marie-Pier; Valiquette-Tessier, Sophie-Claire – Canadian Journal for the Scholarship of Teaching and Learning, 2017
There is ample theoretical justification for incorporating reflection exercises as a tool for preparing students for life beyond university, yet the utility of such exercises needs to be documented if resources are to be devoted to their implementation. This study describes the implementation and evaluates the effectiveness of a reflection…
Descriptors: Undergraduate Students, Introductory Courses, Psychology, Reflection
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Shekarabi, Zeinab – International Journal of Multidisciplinary Perspectives in Higher Education, 2017
Much research has been completed that focused on the role of drafting strategies in first language (L1) writing, but its role in second language (L2) writing is missing. The present study investigated the impact of outlining and free writing strategies on L2 academic writing in terms of overall quality, as well as more specifically in terms of…
Descriptors: Writing Strategies, Academic Language, Foreign Countries, Second Language Learning
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Song, Yi; Ferretti, Ralph P. – Reading and Writing: An Interdisciplinary Journal, 2013
The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…
Descriptors: Questioning Techniques, College Instruction, College Students, Essays
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Dornbrack, Jacqui; Dixon, Kerryn – Reading & Writing: Journal of the Reading Association of South Africa, 2014
Advances in technology, changes in communication practices, and the imperatives of the workplace have led to the repositioning of the role of writing in the global context. This has implications for the teaching of writing in schools. This article focuses on the argumentative essay, which is a high-stakes genre. A sample of work from one Grade 10…
Descriptors: Foreign Countries, Writing Instruction, Persuasive Discourse, Essays
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Flanagan, Sara M.; Bouck, Emily C. – Preventing School Failure, 2015
Written expression is a key component of the secondary curriculum, but many students struggle to produce effective written expression passages. However, written expression can be supported through prewriting strategies such as concept mapping. Using a counterbalanced group design, 19 secondary students alternated between using paper- or…
Descriptors: Concept Mapping, Writing Difficulties, Writing Improvement, Writing Strategies
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Orth, Simon; Lacey, Daniel; Smith, Neil – Teaching History, 2015
On 9 April 1930, a philanthropist called Edward Harkness donated millions of dollars to the Phillips Exeter Academy in the USA. He hoped that his donation could be used to find a new way for students to sit around a table with their teacher and "feel encouraged to speak up". This led to the development of what is now known as the…
Descriptors: Thinking Skills, History Instruction, Teaching Methods, Reading Habits
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De La Paz, Susan; Sherman, Cindy K. – Learning Disabilities Research & Practice, 2013
Twenty-three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self-Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were…
Descriptors: Teaching Methods, Writing Instruction, English Language Learners, Essays
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Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S. – Educational Technology Research and Development, 2014
Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this…
Descriptors: Educational Games, Computer Games, Student Motivation, Academic Achievement
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