Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis…

This joint statement, representing the collective position of the Conference on College Composition and Communication (CCCC), the Two-Year College English Association (TYCA), the Council of Writing Program Administrators (CWPA), and the College Section of the National Council of Teachers of English (NCTE), aims to: (1) Outline collective…

Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written…

Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents…

Examines the reading personna of the writer and its functions. Discusses how a writing instructor, by means of listening in a conference setting, can bring this other personna into existence. (HTH)

Writing readiness is based on linguistic readiness, conceptual readiness, and a knowledge of the composition process. (DD)

Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

Observes that children are ready to write when they understand what writing does, when they are interested in writing, when they want to communicate through writing, and when they understand that written symbols represent meaning. (RL)

The expressive reading journal aims to break through student passivity by asking students to write extensively and expressively about what they read, each time they read, and to make discoveries and take possession of what they read. This type of journal in the academic course depends for its usefulness on the nature of expressive language, the…

A kindergarten teacher tested her theory that her students could progress beyond learning a letter a week by creating a project to introduce students to letter names and sounds. By using interactive writing and key words, she encouraged students to write. In the process, they learned alphabet letters and sounds. (Author/SM)

Considers register (factors that vary in situational contexts and produce differences in meaning intent and meaning exchange) variance with its accompanying language transactions during written language events involving children and adults. Illustrates register variance with the writing and drawing of a four-year-old and a first-grader. (HTH)

Views the writing act as an act of exploration rather than the reporting of what was discovered and emphasizes six elements that achieve the surprise in writing, including expectation, ease, and acceptance. (DF)

Writing readiness is defined in this paper as the skills and understandings necessary for minimum success in completing a writing task. The skills discussed are divided into three areas of need: to give students a clear, operational concept of the function and structure of composition that includes the concepts of paragraphs, sentences,…

Presents a study of the process and the product in the early writing attempts of two children. Examines some of the strategies they use during the intermediate or invented spelling stage. (HTH)