Written corrective feedback (WCF) has been widely deployed in teaching second language (L2) writing skills, partly because it is generally perceived to promote and consolidate learning. Whilst a burgeoning body of literature affirms its virtues pertaining to fostering L2 learners' writing performance, which method of correction could yield the…

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

Finds that major differences of opinion exist between students and teachers with regard to the report-writing process. Notes classroom strategies that create congruent perceptions of the task. (SR)

Asks college-level seniors in a business communication class which activities they believe help them improve their writing. Discusses the changes in their preferences between the first and last days of class. States that the results were disappointing because students seemed to value grammar exercises and lectures over outside reading and…

Describes a project in an English-as-a-Second-Language classroom in which 18 students from 10 cultures drew cartoons of their personal writing processes, giving the teacher insight into individual differences that allowed her to tailor writing instruction to student needs. (SR)

Reports the findings of a classroom-based study into the effectiveness of various strategies designed to assist children at Key Stage 3 (11-14 years) to become better writers. Takes into account the attitudes of the pupils themselves and considers the role of the teacher in facilitating improvement in imaginative writing. (PA)

An informal study explored the dynamics of the task of writing college application essays, which urge self-revelation but are judged by omnipotent admissions committees. Four students in the top 17% of their class of 194 in a predominantly white suburban school completed think-aloud protocols as they drafted a response to an application question…

Describes a prewriting problem-solving plan intended to help students achieve effective organization and persuasion in writing business documents. Finds that business communication students felt the plan was beneficial, particularly for persuasive messages, individual writing, and small-group writing, and that many felt the plan was worth…

Describes how a group of third graders had an opportunity to write fairy tales using process writing techniques to assist them in overcoming their anxiety and dislike for writing. Indicates that writing strategies introduced through focused mini-lessons and feedback that valued children's writing choices were critical for the positive influences…

This report describes a program for improving writing in the primary grades through the use of guided mini-lessons, conferencing, and portfolios. The target population consists of first and second grade students in a growing, low to middle class community. The problems of poor writing skills were documented through teacher observations and student…

An action research project addressed the problem of inadequate student knowledge of writing strategies and students' negative attitudes toward the writing process. The targeted population consisted of early childhood, first grade, and third grade students in two growing, lower/middle class communities located in the western suburbs of a large…