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Helen Hint; Helena Lemendik; Christer Johansson; Djuddah A. J. Leijen – Written Communication, 2025
This article presents the development of a specialized data set for analyzing Estonian metadiscourse markers in academic usage, extending Hyland's interpersonal metadiscourse model to a non-Indo-European language. Our goal is to show how metadiscourse, as a feature of a writing tradition, can reveal aspects of writing in languages other than…
Descriptors: Academic Language, Interpersonal Communication, Writing (Composition), Discourse Analysis
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Mark Fraser; Anthony Wotring; Corinne A. Green; Michelle J. Eady – Educational Action Research, 2024
Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students' attempts at writing critical reflections often lack discursive depth when connecting theory to practice.…
Descriptors: Critical Thinking, Reflection, Writing (Composition), Teacher Education Programs
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Lucy Rodriguez Leon – Journal of Early Childhood Research, 2024
Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered 'readers' or 'writers' in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and…
Descriptors: Emergent Literacy, Learner Engagement, Creative Thinking, Preschool Children
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Mark Maier; Phil Ruder – Journal of Economic Education, 2024
The literacy-targeted (LT) introductory economics course seeks to reduce the quantity of economic concepts under study and increase students' ability to apply those concepts to improve their own decisions and to make sense of economic news. The assessment strategy of the course must target students' ability to transfer their conceptual knowledge…
Descriptors: Literacy, Economics Education, Introductory Courses, Formative Evaluation
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Susan S. Fields; Christina L. Dobbs – Journal of Adolescent & Adult Literacy, 2024
This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing.
Descriptors: Writing Instruction, Learning Activities, Adolescents, Young Adults
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John Taylor – Brock Education: A Journal of Educational Research and Practice, 2024
Qualitative research is valuable in medicine because of the deep insights it offers into the social and cultural dimensions of healthcare. Historically, qualitative methods have been influenced by critical theory and have shared its constructivist epistemology and orientation towards social justice. It can be challenging to teach such critical…
Descriptors: Autobiographies, Ethnography, Writing (Composition), Reflection
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Rebecca Bryant Penrose – College Teaching, 2024
Because strong oral communication skills have well-known academic, social, and professional benefits, they are increasingly targeted and reinforced throughout general education programs in higher education. In these efforts, public speaking assignments most often ask students to discuss information they have previously written about (e.g., theses…
Descriptors: Self Efficacy, Writing (Composition), General Education, Teaching Methods
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Heather Lindenman; Dana Lynn Driscoll; Andrea Efthymiou; Matthew Pavesich; Jennifer Reid – Written Communication, 2024
This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and…
Descriptors: Adults, Writing (Composition), Personal Autonomy, Well Being
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Kaytlin A. Nelson; Tanya L. Eckert – Psychology in the Schools, 2024
Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis.…
Descriptors: Fidelity, Self Management, Intervention, Learning Strategies
Mahmoud M. S. Abdallah – Online Submission, 2024
The landscape of educational research necessitates sophisticated approaches to scholarly communication, demanding researchers to adeptly navigate diverse methodological traditions. This article provides systematic guidelines for academic writing that transcend methodological boundaries, offering practical strategies for crafting clear, ethical,…
Descriptors: Academic Language, Educational Research, Educational Researchers, Writing (Composition)
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Eunseo Lee; Alexandra List; Gala Sofia Campos Oaxaca; Hye Yeon Lee; Hongcui Du – European Journal of Psychology of Education, 2024
This study developed a brief training, the Integrative Writing Training (IWT), to introduce students to two types of rhetorical devices (i.e., direct and indirect integration) that can be used to communicate cross-textual connections through writing. The training did not significantly increase the volume of integration included in students'…
Descriptors: Students, Writing (Composition), Writing Instruction, Writing Processes
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Ben Markey; David West Brown; Michael Laudenbach; Alan Kohler – Written Communication, 2024
ChatGPT and other LLMs are at the forefront of pedagogical considerations in classrooms across the academy. Many studies have spoken to the technology's capacity to generate one-off texts in a variety of genres. This study complements those by inquiring into its capacity to generate compelling texts at scale. In this study, we quantitatively and…
Descriptors: Content Analysis, Language Usage, Artificial Intelligence, Computer Software
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Gang Yang; Wei Zhou; Yu-Die Rong; Ya-Juan Xu; Qun-Fang Zeng; Yun-Fang Tu – Education and Information Technologies, 2024
Writing is a challenging task for students in language learning. A key question in this challenge is how to exploit the potential of information technology and design effective learning strategies to promote quality writing. This is a question that Chinese teachers need to actively consider in the process of optimizing their writing instruction.…
Descriptors: Writing Instruction, Writing (Composition), Teaching Methods, Information Technology
Andrew Goforth – ProQuest LLC, 2024
This dissertation examines the integral role of identity in first-year composition, a crucial site of writing instruction predominantly taught by contingent, often inexperienced faculty. It explores how identity is manifested in composition textbooks, which are pivotal in transmitting knowledge about writing and pedagogy across various programs…
Descriptors: Freshman Composition, Identification, Self Concept, Writing Instruction
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Laura Beth Kelly; Laura Taylor – Reading Research Quarterly, 2024
In recent years, a number of states in the United States have enacted educational policies, often referred to as "critical race theory" bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in…
Descriptors: Critical Race Theory, Elementary School Teachers, Literacy Education, State Legislation
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