What do writers do with the feedback they receive? While the answer will vary depending on the writer's experience and the rhetorical situation, understanding what writers do can provide important information for course redesign and professional development of tutors and instructors. In this first of two manuscripts, the authors examine how…

This study evaluated the effect of employing reading-to-write strategies and joining college composition and reading courses for provisionally admitted, first-year-writing students in the United States. The article discusses a mixed methods study of an experimental course-design model involving 47 students in the experimental group, 47 students in…

This article reports on a pedagogical trial of teaching reporting verbs for source integration in a North American ESL (English as a second language) composition class. Source incorporation challenges many novice ESL writers in the academic context as they are unable to view writing as an interactional activity, which requires proper presentation…

In this study, we examine the use of community-engaged writing pedagogy and the authentic, contextualized writing projects it creates to determine if students better understand the concept of audience and incorporate that foundational knowledge into their writing process. Thematic analysis of student reflections and interviews found students view…

This study examined the possible impact of instructor scaffolding on peer review in online college freshman composition courses. The instruction, Collaborative Multimedia Peer Review, was developed from the social cognitive model for sequential skill acquisition in order to prompt students to use feedback that would promote self-efficacy and…

Does revision of graded essays for an electronic portfolio improve First-Year Composition students' scores from anonymous raters? In a sample of 450 paired essays, 46 percent improved by one or more points on a six-point scale, 28 percent remained the same, and 26 percent declined by one or more points. (Contains 3 figures, 1 table, and 7 notes.)

In this article, the authors examine the role revision memos played in composition classrooms. Both authors used the memos to help students reflect on their writing and continue revising. The memos also served as guides for the instructors as they responded to their students' writing. The memos were a reminder that the instructors needed to focus…