This action research explores the use of Readers'-Writers' Workshop (RWW) in the secondary English classroom. RWW often requires a paradigm shift on the part of the teacher to allow for more student autonomy and limiting direct instruction time. The researcher sought to discover whether or not this model would impact the engagement level and the…

This paper draws on Bakhtins notion of heteroglossia to expand theorizations of community translanguaging. Ethnographic and practitioner inquiry methods are used to explore the multiple voices that multilingual elementary students adopted and adapted in their digital, translingual texts. Findings illustrate how children drew from multiple voices,…

This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and…

In this article, the authors share what they learned from their study of writing communities, which they refer to as writing groups, during the 2017-18 school year. The authors propose a conceptual framework for writing groups that engages students in the process of designing and participating as writers with their peers. The framework emphasizes…

This study was a yearlong investigation over writing instruction with one class of ninth grade students in an urban, "underperforming" high school. Using qualitative methods with embedded quantitative features, findings revealed students benefited little from the writing instruction they received. In fact, most students showed virtually…

This article introduces an innovative model of social work course development, teaching, and implementation. Using the principles of antioppressive education and community-engaged learning, the authors (a former student and faculty member) codeveloped and subsequently taught a course that explored writing, voice, social justice, and the…

Writing retreats are structured events during which a group of people write in the same room over several days. In this paper, we report on findings from a study exploring the impact of writing retreats on PhD students' writing and their sense of self as academic writers. A second aim of the study was to contribute to the search for appropriate…

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

The authors describe how an Author-Out poetry writing workshop challenges students' pervading beliefs and assumptions about poetry and cultivates students' proficiency as readers and writers of poems.

Despite extensive attention to peer review in composition studies literature, the activity remains challenging to design, in part because there are multiple potential goals for peer review. This article draws on existing literature to describe a variety of peer review goals and then presents interview data to illustrate the perceptions of…

The 2018 Central States Conference on the Teaching of Foreign Languages (CSCTFL), meeting with the Wisconsin Association for Language Teachers, was held in downtown Milwaukee at the Hilton City Center, March 8-10, 2018. Fifty years of annual conferences were celebrated, each one designed "to support language teachers and to advance the study…

Peer review was used as a primary pedagogical tool in a scholarly writing course for social work doctoral students. To gauge student response to peer review and learning as a result of peer review, the instructor used narrative analysis to organize student comments into themes. Themes identified included initial trepidation, "no pain, no…

On their way to a state English board meeting, Susan Kelly, a curriculum director, and Louisa Kramer-Vida, a university professor, used their travel time as an opportunity to converse about pedagogy (McAdamis 2010). Specifically, they reflected about enhancing K-12 writing in a suburban, middle class school district. "We need to introduce a…

When asked to discuss their middle school language arts classes, talented eighth graders identified concerns and made suggestions for their teachers. Students voiced desire for choices in selecting reading materials, writing topics and genre. They preferred having extended periods of time to engage in reading and writing activities, rather than…

Writing is an essential component of young children's early literacy development, and active participation in writing instruction contributes to their growth as writers. Providing engaging writing instruction to meet the academically diverse needs of young learners, however, can challenge early childhood teachers. The purpose of this study was to…