Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, we focus on the underlying…

Grammatical complexity constitutes an indispensable subconstruct of L2 writing ability. Nonetheless, rating scale descriptors for grammatical complexity have heavily relied on degree modifiers or adjectives. Thus, this study attempts to explore the potential for the use of nominal modifiers as discriminators for adjacent levels of L2 writers in…

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students' peers who were interviewed. A…

There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second…

This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders' academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high…

This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable.…

Scholars have suggested that reading literature can foster empathy. However, learning empathy through literature in the classroom is understudied. The primary objective of this study was to assess whether affective and cognitive empathy, as demonstrated in student writing, relates to textual attributes, the style of writing prompt, student writing…

Background: The Performance Indicators in Primary Schools On Entry Baseline assessment for pupils starting school includes an item which aims to assess how well a pupil writes his or her own name. There is some debate regarding the utility of this measure, on the grounds that name length may constitute bias. Purpose, method and design: The…

This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and potential shortcomings are discussed. Product-based…

This paper investigates the various roles found in the EFL classroom, such as native English-speaking teachers, learners' parents, and study habits outside of the classroom. During the study, the development of learners' reading comprehension, vocabulary, and writing ability was measured over the course of one semester in a weekly 2-hour English…

The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in…

The relationship between working memory capacity and writing ability was examined via a linguistic analysis of student essays. Undergraduate students (n = 108) wrote timed, prompt-based essays and completed a battery of cognitive assessments. The surface- and discourse-level linguistic features of students' essays were then analyzed using natural…

Students of all ages struggle with the multiple processes involved with writing, including planning, practice, and drafting multiple revisions. This article describes four structured writing assignments in an introductory college course, as well as eight specific strategies for helping students enhance their writing abilities.

The majority of correctional students of English as a second language (ESL) in Maryland come to school with limited formal education in their first language. Education has not been prioritized, and formal writing ability is absent. It then becomes a challenge to motivate students to successful writing, as is required by the state. ESL students at…

Students with high-functioning autism spectrum disorder (HFASD) may have difficulties with writing despite average or above-average intellectual ability. We designed an intervention strategy (Draw, Sentence, Detail, Check) to improve the ability of an 8-year-old with HFASD to write elaborated sentences in response to written prompts. We…