In this article, we examine how young writers and their teachers transformed the language arts curriculum by asserting their power within a familiar framework--the writer's workshop. We present three narratives in which multiple pre-kindergarten agents (students, teachers, and administrators) used their power within the Writer's Workshop to a)…

This study reports on the construction of a questionnaire to assess ninth-grade students' use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses were conducted to validate the factor structure of the instrument. The initial factor analytic stage (n = 296) revealed a 13-factor scale, accounting…

Through an analysis of student writing and interviews, this article examines hyperbole as a neglected rhetorical device. The authors trouble notions of hyperbole as error and argue for a--reconceptualization of hyperbole as potentially highly communicative and able to convey emotional tone, passion, and significance while maintaining brevity.

This paper sets out to tackle the issue of the criteria which should be met prior to submission of papers to indexed scientific journals. Firstly, the author addresses the field of qualitative research and tries to define the general characteristics of such works, and secondly, some clarification is brought with respect to the imbalance between…

We studied the processes involved in synthesis writing, focusing on planning, editing and self-regulation strategies. The aims of the study were a) to analyse the temporal distribution of cognitive strategies and self-regulation across the different phases of writing, b) to identify different writing approaches (i.e., profiles), and c) to…

The purpose of this action research project was to explore whether a reflective writing strategy, developed and used with pre-service teachers in a literacy methods course, assisted them with integrating theory and practice. The teacher educator analyzed the written reflective pieces and determined common categories. Study findings revealed some…

Writing is an important skill that pervades all subjects and is required for postschool success. Many students with autism spectrum disorders (ASD) struggle with writing, yet it has been an underresearched area. To determine what writing practices are being implemented with students with ASD, we observed the practices of two teachers who instruct…

This study used a single-subject, multiple-baseline across participants design to replicate previous research on the functional relation between the use of a mobile-based graphic organizer (MBGO) and the persuasive writing performance of middle school students with high incidence disabilities. The current study extended the previous research by…

The study is a qualitative case study that investigated the patterns of interactions among ESL students during their online interactions to complete their narrative essays. The study found that students were engaged in interactions related to language related assistance, using partner as a resource and providing encouragement as suggested by…

This study explored the processes of utilization of resources in secondary students' self-regulated strategic writing for academic studies in an English as medium of instruction context in Hong Kong. Drawing on multiple data sources collected through the observation of lessons, stimulated recall and semi-structured interviews, the study examined…

Writing is a developmental and flexible process. Using a prescribed process for acts of writing during instruction does not take into account individual differences of writers and generates writing instruction that is narrow, rigid, and inflexible. Preservice teachers receive limited training with theory and pedagogy for writing, which potentially…

The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students' idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes…

This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4-6. Twenty-three students were exposed to Strategic and Interactive Writing Instruction (SIWI) for 5 weeks, during which time they received guided, interactive instruction focused on how writers address…

Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual…

The following is a qualitative case study investigating the writing approaches that are evident when a group of ESL students were to complete their narrative writing task in the "Facebook" environment. Six students and a teacher interacted in the "Facebook" environment to revise and improve the quality of their essays. Data in…