Feedback is powerful but variable. This study investigates which forms of feedback are more predictive of improvement to students' essays, using "Turnitin Feedback Studio"--a computer augmented system to capture teacher and computer-generated feedback comments. The study used a sample of 3,204 high school and university students who…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

This mixed-methods study explored the students' learning from the task-based collaborative writing process (Ellis, 2003; Willis, 1996) and the effects of its process on their writing improvement in a compulsory academic writing course. Due to the Covid-19 pandemic, this course was conducted completely online. This 15-week course followed the…

We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental…

There is currently a dearth of research inquiring into the ways that pre-service teachers (PSTs) are prepared to teach writing, including reading and responding to student writing. Furthermore, although the benefits of a practice-based approach to teacher education are widely cited, increasing financial and legislative pressures to shorten the…

If we listen to them, the words of our students can provide a road map for instructional responses that meet their diverse literacy needs. In this article, Cara Gutzmer, a middle school literacy coach, and Phil Wilder, a teacher collaborator at the University of Illinois at Urbana-Champaign, discuss how a responsive teaching framework guided their…

The purpose of this paper is to define writing apprehension, describe the writing apprehension of 91 secondary preservice teachers of diverse subject areas, in a required content area literacy course, and explain how their writing apprehension was reduced significantly by authoring a "how-to" book. The "how-to" book assignment is explained and…

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

Discusses the advantages of conference teaching in writing labs. Provides several guidelines for conducting a teacher-student conference. (MM)

Presents five children's writing samples and makes suggestions for working with each writer. Stresses the importance of meeting children where they are (regardless of how they compare with their peers), since that is the only place from which they can start. (SR)

Discusses the connection between editors and teachers. Describes the author's editor, who focuses on helping authors meet the expectations of gatekeepers. Discusses how professional writing teachers might use the author's editor as a teaching model (helping students write for actual audiences and teaching more about the text-production process),…

Argues that student self-assessment and reflection need to be central components of writing instruction and that the response sequence between teacher and student should routinely include them. Offers examples of this sequence with two students, and presents nine specific classroom strategies that put self-assessment and reflection at the center…

As a teacher it is important to write frequently and in many forms. A writing teacher finds things to write about in his teaching. The angle of intent is sometimes more important than the facts presented. The flow of writing is different than the flow of speaking. Speaking is more spontaneous where writing is more constructed. Writing can be a…

Argues that teachers who write are in a better position to guide students, provide useful feedback, and show the real value of writing. Discusses remembering the agony, sharing the ecstasy, giving authentic feedback, growing a community of writers, and remembering the reason people bother to write at all. (SR)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)