While a great deal is known about instructor response to student writing--from commenting practices to student perceptions--less is known about how feedback impacts students' writing and writerly development. While we set out to study students' explicit engagement with written instructor feedback, our initial experimental design was disrupted by…

This article presents the results of a 2021 survey and interview study of faculty teaching writing-intensive (WI) courses across disciplines at an urban research university. We emphasize the need to understand the complexities of instructors' ideologies about teaching writing and their attitudes about student language prior to engaging faculty…

Because writing is complex and draws upon so many psychological and cognitive processes, learning to write is even more challenging for students with disabilities than it is for typically developing students. Nonetheless, writing research in the field of education and special education lags behind that of many other academic subjects. The body of…

There is an assumption that English teachers identify as writers. This article explores the stories of three secondary preservice English teachers, their descriptions of their writing experiences and their self-perceived vulnerabilities around writing. These narratives originated in a broader research study into the writer identities of preservice…

The purpose of this study was to explore the use of writing strategies, namely, planning, execution, monitoring and revising by Chinese EFL (English as a Foreign Language) learners in their English writing. It also investigated the emotions of Chinese EFL writers in terms of anxiety and enjoyment as well as how the employment of writing strategy…

Screencast feedback is higher in quantity, explicit and engaging and may better enable uptake compared to written feedback. However, most studies deploy screencast feedback as 'transmission' of feedback comments, positioning learners as passive and neglecting the importance of agency and action within the uptake process. This study attempts to…

This report builds on National Literacy Trust's previous work to highlight how children and young people in Scotland felt about writing in early 2023. It explores how many enjoyed writing in their free time at home and at school, how often they wrote, what they were writing in their free time, and what motivated and inspired them to write. This…

Researchers of graduate student success have recently begun engaging in studies aimed at establishing a better understanding of what practices best assist in graduate student retention and degree completion. Simultaneously, Writing Center scholars have been making a concerted effort to undertake empirical research focused on the everyday work of…

This article reports on an IRB-approved study conducted in a college preparation writing workshop. Using affect theory as a framework for exploring participants' writing experiences, I theorize the phenomenon of affective rupture, a tension between the affect students experience while writing in school and their belief in the value of school-based…

Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving…

Writing attitude, strategy use, and confidence surveys help educators understand how students perceive writing and cope with writing challenges in schools. The dimensions (i.e., constructs reflected by survey items) of these surveys have been studied in general students in the U.S., and we investigated how these surveys would reflect the…

This report builds on National Literacy Trust's previous research from the 2024 Annual Literacy Survey to investigate how children and young people felt about writing in early 2024. It includes findings on how many enjoyed writing and how often they wrote in their free time, what motivated them to write, and what they wrote. This report is based…

Supporting writing remains an important dimension to the work of academic developers particularly for early career academics and doctoral candidates. A small qualitative case study was undertaken on an academic writing module to explore participants' needs and evaluate a new multimodal writing framework which sought to enhance publication…

Writing motivation has been deemed a critical aspect of the writing process because motivation affects how students engage with the writing process, how much effort and time they exert in the tasks, and the quality of their written products (Graham, 2018). Writing motivation has been the focus of recent studies on how to improve the discouraging…

This dissertation examines the prevalence of school-induced literacy shaming in first-year college writers while examining how these experiences have shaped the students' attitudes towards writing in ways that impacted their academic trajectories. Using a qualitative approach, data was collected through surveys, narrative prompts, and…