This descriptive study examined differences in children's text production as a function of the advanced planning strategies they used. A sample of 117 third-grade children engaged in independent advanced planning and then composed a compare-and-contrast essay both before and after receiving a six-week text production fluency intervention. Analyses…

In this single-case research design study, we investigated the effects of student-directed writing goals with adolescent writers who were developing their writing proficiency. Two students with a learning disability and two multilingual writers engaged in a pre-baseline condition to learn the functional elements of a persuasive essay. Once they…

While the merits of dialogic talk for supporting students' learning is well documented, the contribution of specific talk moves on learning outcomes remains less understood. This study was conducted to investigate how student-generated talk moves during whole-classroom discussions, as captured by the Low-Inference Discourse Observation tool,…

Developing knowledge-transforming skills in writing may help students increase learning by actively building knowledge, regardless of the domain. However, many undergraduate students struggle to transform knowledge when drafting essays based on multiple sources. Writing analytics can be used to scaffold knowledge transforming as writers bring…

Students are expected to interpret the complexities and nuances of literary texts yet might struggle with interpreting texts in ways that are academically valued in literary studies. While linguistic studies that examine students' literary interpretive writing have mainly been situated in secondary contexts, there is a noticeable absence of…

This qualitative study investigated the influence of Metawriting, or "writing about writing," on fifth-grade students' knowledge of writing and proficiency in composing informative essays. Using a Think-TalkWrite model, students explored their existing writing knowledge and experiences, analyzed their essays using genre-specific tools,…

Writing and argumentation are critical to both professional physics and physics education. They are both necessary to the practices of professional science like paper writing and peer review, and are increasingly emphasized in science education standards and best practices. Despite this, the skill of making an extended argument in writing is often…

The purpose of this action research is to evaluate the impact of gamified peer feedback in a high school English Language Arts classroom at Southern Charter High School. National assessments on writing show that student proficiency is low in part because many high school students lack revision skills. Compounding the problem is that as classroom…

The paper describes an action research being developed by the researcher to "address the issue of plagiarism and" assist tertiary students to master second-language (L2) writing using sources in a higher education institute (HEI) in Oman. It recruited 16 undergraduate students from two classes who undertook an L2 writing course. To…

In higher education, developing strong writing skills is crucial for students' academic and career success. Unfortunately, this important aspect of education has been somewhat neglected in the context of Maluku province. Therefore, this study, serves the crucial purpose of shedding light on the multifaceted factors that underpin the deficiencies…

Background: Since its integration into the European Higher Education Area, the Spanish educational system has evolved, introducing innovations into university teaching methodologies. This new approach entails the development of capacities, competencies, and skills that enable students to develop their critical thinking. Objective: This work aims…

Persuasive writing is one of the main writing genres secondary students are required to master. However, while the students can naturally argue verbally and in an informal setting, they lack the skill to compose a persuasive argument for academic purposes. The main problem is that students can barely construct an argument while composing a…

The current study was to see if collaborative writing activities would impact each student's writing quality after getting engaged in an academic writing course for argumentative essays. The study enrolled 62 third-year English majors at the Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam, 35 in the experimental group…

Few studies have examined the effects of using mediation tools (e.g., collaborative dialogs and online searches) on graduate students' academic writing in a computer-mediated collaborative writing environment. This study investigated what types of co-constructed writing knowledge the graduate students generated from using the mediation tools to…

This research aims to investigate the effects of two teaching sequences -- interleaving and blocking -- on the participants' use of three types of cohesive devices (conjunctions, conjunctive adverbs and prepositions [thereafter CCPs]) in their argumentative essays. The participants included 50 native Cantonese-speaking university students taking…