Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to…

The purpose of this study is to examine the effect of a first grade student's writing at home, school, and university program on her written expression skills. In the research, all the student's writing was on subjects that she was interested in or ones she chose to write about from her lived experiences or familiar events. A case study method was…

The Common Core State Standards (CCSS) emphasize disciplinary literacy by making literacy instruction every teacher's responsibility (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). The CCSS require content area teachers to adapt curriculum and pedagogy to support disciplinary literacy…

In contemporary higher education there is a growing demand for academics to increase their publication output. This requirement raises the question of how institutions can best support a sustainable academic writing culture, which is needed to challenge the assumption that all academics know how to write for publication. This case study examines…

Complex and adaptive challenges threaten human well-being and sustainability. However, our leadership graduates often lack the capacity and or commitment to address these challenges in a meaningful way. This paper details a five-year study exploring the impact of an interdisciplinary undergraduate course on the development of global capacities,…

The authors present the experiences of Wyatt, a nine-year-old whose mother described him as a struggling writer, in a summer digital writing camp. The authors consider how Wyatt was positioned as a writer at camp and how this may have differed from his experiences at school. They found that for Wyatt, being able to compose with digital tools along…

This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers' capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need…

When, why, and how do college students come to value their writing as intellectual property? How do their conceptions of intellectual property reflect broader understandings and personal engagements with concepts of authorship, collaboration, identification, and capital? We address these questions based on findings from the Stanford Study of…

The authors assessed the impact of peer review on student writing in four sections of an undergraduate Developmental Psychology course. They hypothesized that peer review would result in better writing in the peer review group compared to the group with no peer review. Writing was rated independently by two instructors who were blind to the…

As writing instructors, the authors spend hours "talking back" to their students through written comments on their drafts. But how do student writers receive their comments, and what do they "do" with this feedback? Teachers invest so much time and energy in their responses to papers. How do they know what gets through, what makes sense to their…

The article examines high school students' writing composition practices in multimodal instructional environments. We use Rosenblatt's transactional theory to look across the findings of 2 studies that blend traditional and digital modes of instruction in order to explore how modal switching can support students' reading and writing. We also…

Eight students who excelled in a statewide, middle school creative writing tournament discussed their relationships with writing. Students' interview transcripts were analyzed for references to positive and negative teacher influences. Students needed teachers who provided structured writing time and clear deadlines, valued the message of the work…

This article reports an action research that intended to study to what extent students shape their writing skill in English through the use of a virtual room. As the study, we randomly selected six ninth graders in high school from thirty two students at a Colombian private institution. Three instruments were used, namely, interviews, students'…

This article examines a grade one teacher's support for her students' writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the…

This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this…