Educators play an important role in ensuring that students attain the necessary strategic actions to become skilled writers. Studies have indicated that teachers need to consistently embed a larger range of evidence-based writing practices in their instruction to help their students improve the overall quantity and quality of their writing. The…

This study examines the impact of the College, Career, and Community Writers Program (C3WP) on upper-elementary students' first draft writing quality, addressing the challenges teachers face in providing timely and effective feedback on extensive student writing, particularly in spelling, grammar, mechanics, and cohesion. The hypothesis posits…

Writing in English as a second or additional language has become an important skill that can be applied in many areas of human activity. As we become a society within which written text is an important instrument that helps create new ideas, services, and products, English text is often used as a preferred mode of communication. Traditionally…

Creative writing programs continue to grow throughout the globe at an exponential rate. According to the Association of Writers and Writing Programs (Tucker, 2016), in 1975, there were 24 Creative Writing BFA programs and this number grew to 571 in 2016. Likewise, in 1975, there were 15 MFA programs climbing to 244 in 2016. Just five institutions…

The purpose of this qualitative case study was to examine the effect of experiencing computer-mediated peer review (CMPR) on pre-service EFL teachers' writing performance, their peer comments, and their revisions. The study also explored their perceptions of CMPR and computer mediated communication (CMC) features (i.e., "Microsoft…

Multilingual college students often struggle with writing and revising for academic purposes. This dissertation explored the effectiveness of a Concept-Based Language Instruction (C-BLI) approach to teaching revision processes to college-level multilingual writers. Although a significant body of research exists on effective feedback on…

This dissertation reports on the evaluation of a computer-mediated collaborative animation description task, where synchronous corrective feedback (SCF) serves as the primary source for grammar learning. The evaluation was conducted in an English-as-a-Second-Language (ESL) writing program at a large research university in the United States. Using…

A review of the literature suggests that grammar instruction delivered within the context of writing instruction may impact students' writing development (Fearn & Farnan, 2007; Myhill, Jones, Lines, & Watson, 2012), but there have been few studies that suggest how this occurs. This study followed a group of 17 teachers throughout 3 classes…

This design-based research study explored how collaborative writing activities can be used in support of ELLs' writing development in the context of a culturally and linguistically diverse first-grade classroom. Using qualitative methods, I examined two focal ELL students' participation across four iterations of collaborative writing activities,…

While adult literacy programs have historically been marginalized within the US educational system, there is growing interest in making these programs more academically effective. Because of this, the General Education Development (GED) exam was recently revised to be more rigorous, especially in its assessment of writing. Although these changes…

This dissertation study sought to examine how the video mode of response, compared to the written mode, affects MLW students' writing development and how MLW students perceive the use of video response in their FYC classroom. To that end, this study drew upon a mixed method approach, combining a quasi-experiment and interview method. Participants…

A teacher's response is a key element in students' motivation and achievement in college writing courses. The area of Written Corrective Feedback (Ferris, 1999; Truscott, 1996) has been extensively studied in second language (L2) writing scholarship, but that research, to date, has not elucidated why individual instructors respond to students'…

This exploratory case study was designed so that I could investigate the writing processes of sixth-grade students when composing traditional and digital compositions. With the increase in multimodal composing in classrooms, understanding how students compose and what traditional print text skills can be appropriated for digital composition is…

This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their…

There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…