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Direct linkSamantha R. Goldman; Sean J. Smith; Adam Carreon – Journal of Special Education Technology, 2025
Students with and without disabilities consistently fail to meet established writing benchmarks, highlighting the urgent need for intervention and innovation in this critical area. According to the National Assessment of Educational Progress (NAEP), key criteria for assessing writing include the development of ideas, organization of ideas, and…
Descriptors: Artificial Intelligence, Students with Disabilities, Writing (Composition), Writing Skills
Download full textElena Shvidko – Journal on Empowering Teaching Excellence, 2021
Providing feedback on student work is a fundamental aspect of instruction and an important part of the learning process. A considerable amount of literature describes the pedagogical value of different types of feedback--explicit vs. implicit, comprehensive vs. selective, direct vs. indirect, and feedback on content vs. feedback on form--thus…
Descriptors: Feedback (Response), Teacher Student Relationship, Writing (Composition), Writing Instruction
Benjamin, Steve; Wagner, Michael – Phi Delta Kappan, 2021
When we examine the state of writing instruction in many schools and classrooms, we find that few teachers are actually teaching students to become better writers in large part because they are relying on process models that do not accurately reflect the complex task of creating good writing and that are out of step with current research. Merely…
Descriptors: Writing Instruction, Writing (Composition), Revision (Written Composition), Editing
Elena Shvidko – Journal on Empowering Teaching Excellence, 2020
Providing feedback on student work is a fundamental aspect of instruction and an important part of the learning process. A considerable amount of literature describes the pedagogical value of different types of feedback--explicit vs. implicit, comprehensive vs. selective, direct vs. indirect, and feedback on content vs. feedback on form--thus…
Descriptors: Feedback (Response), Writing (Composition), Teacher Response, Teacher Student Relationship
Dunlop, Lynda; Rushton, Elizabeth A. C.; Atkinson, Lucy; Blake, Celena; Calvert, Saul; Cornelissen, Eef; Dècle, Clémentine C. M.; DeSchrijver, Jelle; Dhassi, Kirndeep K.; Edwards, Rosalind P. R.; Malaj, Greta; Mirjanic, Jovana; Saunders, William E.H.; Sinkovec, Yara; Stadnyk, Tetiana; Štofan, Jaroslav; Stubbs, Joshua E.; Su, Chrissy; Turkenburg-van Diepen, Maria; Vellekoop, Suzan; Veneu, Fernanda; Yuan, Xinyue – Journal of Geography in Higher Education, 2023
Drawing on insights from a four-day online workshop, which explored geo-engineering and policy making with 13 youth participants, an academic and youth authorial team provide a guide to the co-creation of policy briefs. Drawing on excerpts from the policy brief at different stages of development and commentary provided by the authors during the…
Descriptors: Policy Formation, Geography Instruction, Higher Education, College Students
Samantha R. Goldman; Adam Carreon; Sean J. Smith – Journal of Special Education Technology, 2024
Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that…
Descriptors: Editing, Revision (Written Composition), Writing Strategies, Alignment (Education)
Keen, John – Changing English: Studies in Culture and Education, 2022
This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussing, revising and celebrating to exploit students'…
Descriptors: Writing Instruction, Teaching Methods, Writing (Composition), Writing Strategies
Terese Thonus – Journal of Response to Writing, 2021
Writing instructors and writing tutors are often interested in discovering whether their responses to student writing facilitate student revision at a deep level. This teaching article illustrates how written metaphorical response can prompt student revision beyond surface features. It includes a description of tutor training in metaphorical…
Descriptors: Writing Instruction, Writing (Composition), Revision (Written Composition), Freshman Composition
Afrin, Tazin; Wang, Elaine; Litman, Diane; Matsumura, Lindsay C.; Correnti, Richard – Grantee Submission, 2020
Automated writing evaluation systems can improve students' writing insofar as students attend to the feedback provided and revise their essay drafts in ways aligned with such feedback. Existing research on revision of argumentative writing in such systems, however, has focused on the types of revisions students make (e.g., surface vs. content)…
Descriptors: Writing (Composition), Persuasive Discourse, Revision (Written Composition), Documentation
Traga Philippakos, Zoi A. – Language and Literacy Spectrum, 2022
The paper explains the role of oral language and dialogic interactions in the development of individual thinking and reasoning processes. Collaborative reasoning and its contribution is explained while examples are shared to illustrate ways to scaffold students' questioning, meaning making, and writing in the context of read alouds during…
Descriptors: Oral Language, Cooperative Learning, Scaffolding (Teaching Technique), Debate
Barkaoui, Khaled – Studies in Second Language Acquisition, 2019
When responding to a writing task, writers spend a significant amount of their time not writing. These periods of physical inactivity, or pauses, during writing provide observable and measurable cues as to when, where, and how long writers halt to plan and/or revise their texts. Consequently, examining writers' pausing patterns can provide…
Descriptors: Writing Processes, Task Analysis, Second Language Learning, Language Proficiency
Zamin, Nadia Francine – Across the Disciplines, 2019
Responding to the call for the contemplative teaching of writing initiated by O'Reilley (1993) and extended by Kirsch (2008; 2009), Kroll (2013), Kroll (2008), Wenger (2015), and Harrison (2012), among others, this article explores the theoretical considerations, practical components, challenges, and adaptability involved in teaching a…
Descriptors: Research Reports, Technical Writing, Writing Instruction, Writing Skills
Stivers, Jan; Cramer, Sharon F. – Journal of Faculty Development, 2017
Manuscript rejection is a fact of life for academics, and should be seen as just one step in a process of revision and resubmission that typically results in publication. This manuscript is the second in a two-part series offering suggestions to help authors take action on their rejected manuscripts, including analyzing reviewer feedback, revising…
Descriptors: Publications, Writing for Publication, Revision (Written Composition), Writing Strategies
FitzPatrick, Erin; McKeown, Debra – TEACHING Exceptional Children, 2020
Students across several disability categories share similar writing profiles. Moreover, general education teachers often support groups of writers with various challenges in one setting. Surface-level errors, such as spelling and grammar, are common in the writing of students with learning disabilities (LD), emotional and behavioral disorders…
Descriptors: Audio Equipment, Technology Uses in Education, Feedback (Response), Writing Improvement
Koupf, Danielle – Composition Forum, 2017
Tinkering is a longstanding material practice that has gained popularity in recent years as a learning strategy at numerous schools, camps, and makerspaces. This article seeks to establish in composition pedagogy tinkering's playful, exploratory ethos by introducing a practice called "critical-creative tinkering." In critical-creative…
Descriptors: Teaching Methods, Introductory Courses, Literature, Writing Instruction
