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Peer reviewed
Direct linkTait Bergstrom – Applied Linguistics, 2024
Collaborative writing tasks are common in multilingual university-level writing-intensive classes, but how multilingual language learners (MLLs) are socialized into this group work as a discursive practice is still poorly understood. This case study of adult MLLs in multilingual writing classes at a large public university provides insight into…
Descriptors: Collaborative Writing, Multilingualism, Writing Instruction, Writing (Composition)
Yu Zhou; Shulin Yu – Innovations in Education and Teaching International, 2025
This opinion paper focuses on foregrounding the issue of the hidden curriculum in L2 writing and how addressing its negative sides can greatly move forward our understanding of students' writing learning experiences and further promote more effective and equal writing teaching. Specifically, this paper argues that the negative sides of the hidden…
Descriptors: Writing Instruction, Second Language Learning, Hidden Curriculum, Writing (Composition)
Download full textHeather Lindenman; Margaret Chapman; Jennifer Eidum; Lina Kuhn; Li Li – Composition Studies, 2024
For almost 40 years, our university's first year writing program has included a shared outcome: "Students will appreciate the capacity of writing to change oneself and the world." This outcome, unlike our more typical composition goals concerning writing processes, rhetorical acumen, and critical research abilities, had never been…
Descriptors: College Freshmen, Writing (Composition), Writing Instruction, Student Attitudes
Loren Maria Guay – Writing Center Journal, 2023
In this hybrid essay, I engage creatively with the illusory nature of contingent work, presenting three episodes from my personal experiences as a contingent writing program administrator (WPA) during the COVID-19 pandemic. At the same time, I interrogate these experiences by building on past critiques of "comfortable" writing centers,…
Descriptors: Laboratories, Writing (Composition), Administrators, COVID-19
Danielle A. Morris-O'Connor – Brock Education: A Journal of Educational Research and Practice, 2024
It is important for instructors to reflect on and develop their teaching practices and pedagogy. Using a poetic inquiry method, this article offers an alternative model for reflecting on academic writing and teaching practices using a found poetry cluster. My example focuses on graduate academic writing instruction. I create found poems from my…
Descriptors: Academic Language, Writing (Composition), Poetry, Teaching Methods
Sarah W. Beck; Sarah Levine – Reading Research Quarterly, 2024
In "Parable of the Sower," Octavia Butler (1993) wrote: "Any Change may bear seeds of benefit. Seek them out. Any Change may bear seeds of harm. Beware" (p. 116). In this paper, we apply this command to a speculative examination of the consequences of text-based generative AI (GAI) for adolescent writers, framing this…
Descriptors: Artificial Intelligence, Writing (Composition), Student Behavior, Writing Processes
Walston, Alexis Sabryn; Enoch, Jessica – Composition Studies, 2022
In this article, University of Maryland writing program administrators Alexis Walston and Jessica Enoch explore the "Composition Studies" archive and its trove of articles from 1972 to the present with a focus on the emotive dimension of teaching and administration. As Walston and Enoch have worked to support a large community of…
Descriptors: Writing (Composition), Writing Research, Psychological Patterns, Writing Instruction
Jenn Fishman; Abigayle Farrier; Aleisha R. Balestri; Barbara Clauer; Bump Halbritter; Darci Thoune; Derek G. Handley; Gitte Frandsen; Holly Burgess; Lillian Campbell; Liz Angeli; Louise Zamparutti; Jenna Green; Jennifer Kontny; Jessica R. Edwards; Jessie Wirkus Haynes; Julie Lindquist; Kaia L. Simon; Kayla Urban Fettig; Kelsey Otero; Margaret Perrow; Maria Novotny; Marie Cleary-Fishman; Maxwell Gray; Melissa Kaplan; Patrick W. Thomas; Paul Feigenbaum; Sara Heaser; Seán McCarthy – Community Literacy Journal, 2023
The topic of this symposium, capacitating community, invites CLJ readers to consider what makes community possible. This piece showcases one means, small conferences, via a retrospective on the Writing Innovation Symposium (WIS), a regional event with national scope that has hosted writers and writing educators annually in Milwaukee, WI, since…
Descriptors: Writing (Composition), Conferences (Gatherings), Innovation, Capacity Building
Amare Tesfie Birhan; Yenus Nurie – Asian-Pacific Journal of Second and Foreign Language Education, 2024
Engagement is a core issue in language teaching and learning. Without the students' active involvement in the teaching--learning process, educational objectives could not be achieved. Accordingly, the concept of engagement has been the focus of researchers, practitioners, and policymakers. This research examined the effects of corpus-based…
Descriptors: Engineering Education, Learner Engagement, Writing (Composition), Academic Language
Amy Hutchison; Anya Evmenova; Kelley Regan; Boris Gafurov – Reading Teacher, 2024
This article using a persuasive writing example to showcase how digital technologies can be used to support all students, especially emerging bilingual learners, as they learn genre-specific norms for writing.
Descriptors: Writing Instruction, Technology Uses in Education, Bilingual Students, Persuasive Discourse
Andrea Mason Garner; Courtney Scarborough – English Teaching Forum, 2023
Writing centers have long been a hallmark in supporting the development of student writers at North American academic institutions. Writing centers are often connected to a writing program or learning center open to all students for one-on-one tutorials regarding a writing project. Tutors function as coaches or collaborators, rather than as…
Descriptors: Writing (Composition), Laboratories, Multilingualism, Writing Instruction
Carol Severino – Writing Center Journal, 2023
It is crucial for writing center professionals who discuss community to ask ourselves what we mean by the term as applied to writing centers. In this keynote, I explore various notions of community that are influenced by writing center growth, expansion, and complexity, especially in relation to Iowa's writing center. After relating a personal…
Descriptors: Writing Instruction, Writing (Composition), Laboratories, Community
Tasha Tropp Laman; Amy Seely Flint; Reanne Rossi; Wanda Jaggers – Literacy, 2025
Asset-based and relational pedagogies highlight the centrality of meaningful relationships and authenticity in teaching and learning. Foregrounding children's lived experiences, interests, and ways of knowing provides a focus for teachers to be responsive, both relationally and pedagogically. Writing workshop, as conceived in the 1980's by Donald…
Descriptors: Writing Workshops, Writing Instruction, Writing (Composition), Conferences (Gatherings)
Brian Kissel – Literacy, 2025
The purpose of the following case study was to examine the daybooks of 3 fourth-grade writers who autonomously determined the content they included across the pages of their composition books. Three themes emerged from an analysis of their daybooks: (1) Students used their daybooks to engage their "writing process"; (2) students used…
Descriptors: Student Journals, Grade 4, Case Studies, Writing Processes
Ivar Bråten; Ymkje E. Haverkamp; Natalia Latini; Helge I. Strømsø – Journal of Research in Reading, 2025
Background: A common approach to assessing students' integrated understanding of multiple documents is to analyse their post-reading written reports. This study investigated to what extent writing self-efficacy directly and indirectly (via integrative processing) contributed to multiple-document comprehension as assessed with an integrative…
Descriptors: Writing Instruction, Writing (Composition), Writing Evaluation, Self Efficacy
