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Jinghua Qian; Chuanqi Li; Danli Li – Language Awareness, 2025
This paper examines the role of metacognitive awareness in academic writing in a mixed-method study. In addition to validating an instrument assessing metacognitive knowledge and strategies in the context of academic writing, the study uncovered how Chinese multilingual students' metacognitive knowledge, metacognitive strategies, and metacognitive…
Descriptors: Metacognition, Writing Strategies, Second Language Learning, Second Language Instruction
Fatemeh Monazzah; Mostafa Morady Moghaddam; Seyyed Ali Ostovar-Namaghi – Journal of Psycholinguistic Research, 2024
This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to…
Descriptors: Persuasive Discourse, Writing (Composition), College Students, Foreign Countries
Gang Yang; Xiao-Qian Zheng; Qian Li; Miao Han; Yun-Fang Tu – Interactive Learning Environments, 2024
In Chinese, writing is a basic competency that pupils should possess. But it is still challenging for teachers to improve pupils' writing abilities. Therefore, this study proposes an intelligence-based cognitive diagnostic feedback strategy to improve pupils' writing ability and writing learning quality by analyzing their writing performance,…
Descriptors: Foreign Countries, Elementary School Students, Vocabulary Skills, Comparative Analysis
Kristen Starkowski – Composition Forum, 2024
Student writers labeled "underprepared" by colleges often have trouble imagining themselves as scholars. Challenges these students routinely encounter include difficulty forming original insights and translating ideas to the page. Although the usage of the term "underprepared" varies across institutional contexts, the…
Descriptors: Curriculum Design, College Freshmen, Freshman Composition, Developmental Studies Programs
Mik Fanguy; Jamie Costley; Matthew Courtney; Kyungmee Lee – Interactive Learning Environments, 2024
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the…
Descriptors: Foreign Countries, Graduate Students, Graduate Study, Writing Skills
Harris, Karen R.; McKeown, Debra – Theory Into Practice, 2022
The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a…
Descriptors: Barriers, Evidence Based Practice, Writing Instruction, Elementary Secondary Education
Mindful Practice & Metacognitive Awareness in the Writing Class: A Quantitative Pilot Research Study
Chaterdon, Kate – Composition Forum, 2022
Over the past two decades, writing studies scholars have continually stressed the importance of fostering the development of student metacognition in the writing classroom. Not only does the development of a metacognitive awareness of the writing process help students to become stronger writers, it also allows them to more successfully transfer…
Descriptors: Writing Instruction, Metacognition, Intervention, College Students
Bui, Hung Phu – SAGE Open, 2022
As part of a larger project, this study explores Vietnamese college students' use and concepts of cohesive devices in writing. Cohesion is a crucial element that ties components of a text together. Although the use of cohesive devices in L2 writing has been investigated by a large body of research, there is no such study exploring the effects of…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Writing (Composition)
Graham, Steve – Educational Psychologist, 2022
This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a)…
Descriptors: Writing Skills, Writing Achievement, Writing Instruction, Writing Strategies
Angela Muir; Paula Mathieu – Composition Studies, 2022
This article argues that we are living in a climate where trauma is taxing students and teachers alike. In order to teach and learn in this moment, we recommend and explore a variety of contemplative practices to help teach awareness and kind attention. Some of these practices involve writing and others don't, as writing itself can be a source of…
Descriptors: Trauma, Trauma Informed Approach, Health, Well Being
Julia Johnson – ProQuest LLC, 2022
This research project aims to understand the multimodal composing practices and social relationships within the context of my third-grade writing workshop when an alternate approach to teaching writing is employed. This alternate approach disrupts a traditional workshop as the theory of writing is changed to a theory of making in a multimodal…
Descriptors: Writing (Composition), Writing Workshops, Writing Teachers, Elementary School Teachers
Ibtissem Knouzi – TESL Canada Journal, 2023
Designed to gauge the actions, skills, and strategies that students use to identify, extract, and synthesize information from multiple source materials, integrated writing tasks are particularly challenging for ESL writers. Previous research tended to focus on a limited number of integrated tasks, mostly summaries of one or two sources, thus…
Descriptors: Cognitive Processes, Second Language Learning, English (Second Language), Writing (Composition)
Debra McKeown; Kay Wijekumar; Julie Owens; Karen Harris; Steve Graham; Puiwa Lei; Erin FitzPatrick – Grantee Submission, 2023
Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated…
Descriptors: Faculty Development, Evidence Based Practice, Writing Strategies, Self Management
Kettel, Raymond P.; DeFauw, Danielle L. – Reading Teacher, 2018
Many students plagiarize unintentionally. Students are told that plagiarizing is claiming someone else's ideas or information as their own, and they are told to cite sources because failure to do so is dishonest and plagiarism has serious consequences. So, students are told to paraphrase, not plagiarize, but are they taught explicitly how to…
Descriptors: Plagiarism, Prevention, Writing Strategies, Writing (Composition)
Koro-Ljungberg, Mirka; Löytönen, Teija; Wells, Timothy – Discourse: Studies in the Cultural Politics of Education, 2020
This paper might not describe spatial writing or qualitative inquiry. This paper might not express or represent writing in well-defined space by clearly identified scholars or authors. This paper might not write and presented images might not speak. Instead, possibilities in this paper might be stimulated through the acts of reading, writing,…
Descriptors: Writing (Composition), Writing Processes, Interaction, Collaborative Writing