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Flanagan, Sara M. – TEACHING Exceptional Children, 2023
For many students with high-incidence disabilities, they may experience challenges with written expression, beginning with brainstorming on-topic information prior to writing. One way to support brainstorming and, ultimately, content generation, is using concept mapping as a prewriting strategy. Concept maps are not writing-task specific, allowing…
Descriptors: Technology Uses in Education, Concept Mapping, Writing (Composition), Prewriting
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Hieu Manh Do – English Australia Journal, 2024
Collaborative prewriting discussion (CPD) is one of the most popular activities in second language (L2) writing classrooms. To help students discuss effectively, language teachers may consider a number of factors and conditions (e.g., task instructions, types of writing tasks, language use, students' beliefs, students' proficiency, or group…
Descriptors: Collaborative Writing, Prewriting, Discussion (Teaching Technique), Second Language Instruction
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Kourosh Mohammadi; Aliakbar Jafarpour; Javad Alipour; Mahmood Hashemian – Reading & Writing Quarterly, 2024
Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students' writing self-efficacy and their cognitive, behavioral, and emotional engagement.…
Descriptors: Foreign Countries, English (Second Language), Learner Engagement, Second Language Learning
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Qing Liu; Zhiying Zhong; John C. Nesbit – Education and Information Technologies, 2024
Argumentation is a complex intellectual skill essential for academic achievement in a range of scholarly disciplines. Argumentative writing demands effective coordination of language use, reasoning processes, and background knowledge about a given topic. It is a cognitively challenging activity, especially for students learning English as a…
Descriptors: English (Second Language), Second Language Instruction, Prewriting, Writing Instruction
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Sharicca Boldon; Tonya McIntyre; Jesse Melgares – Penn GSE Perspectives on Urban Education, 2024
Reflection can play a critical role in an educational leader's capacity to sustain and improve their leadership practices. Reflection in the form of writing allows leaders to slow down and carefully attend to their own thinking before facilitating collective thinking and decision-making in those they lead. Though educational leaders are often…
Descriptors: Reflection, Instructional Leadership, Writing (Composition), Writing Skills
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Ellis, Rod – ELT Journal, 2022
An important issue in the teaching of writing is whether students should prepare a plan before they start writing. Teacher guides generally recommend pre-task planning (PTP) but with provisos. Research that has investigated PTP, however, does not lend unconditional support to PTP. This article takes a look at the research and draws from it a…
Descriptors: Writing Processes, Second Language Learning, Second Language Instruction, English (Second Language)
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Fiialka, Svitlana; Trishchuk, Olga; Figol, Nadija; Faichuk, Tetiana – Advanced Education, 2021
The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data.…
Descriptors: Journalism Education, Collaborative Writing, Writing Evaluation, Undergraduate Students
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R. Yohanes Radjaban; Eko Setyo Humanika – English Language Teaching Educational Journal, 2024
Problems in developing writing often comes from creative processes in developing ideas to write. Outlines are often recommended as a tool to help students organize their thoughts and structure their writing. This study aims to find out students' perceptions and the challenges the students encountered when writing an exposition text using provided…
Descriptors: Student Attitudes, Writing Attitudes, Writing Assignments, Expository Writing
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Matsumura, Lindsay Clare; Sandora, Cheryl; DeMartino, Sara; Zook-Howell, Dena – Reading Teacher, 2022
In this article, we describe student-centered routines that prepare students for success on ambitious text-based writing assignments. Based on research showing the important role that peer collaboration and classroom discussion play in developing students' thinking, these routines support students to 'try out' their ideas, learn from the…
Descriptors: Student Centered Learning, Writing Assignments, Cooperative Learning, Classroom Communication
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Uludag, Pakize; McDonough, Kim; Payant, Caroline – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
This study compared English L2 writers' (N =111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants' integrated essays were scored…
Descriptors: Prewriting, Second Language Learning, English for Academic Purposes, Essays
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Tremblay, Kathryn A.; Binder, Katherine S.; Chuy, Anneli – COABE Journal: The Resource for Adult Education, 2022
This study sought to examine the pre-task planning and post-task revising practices of adults with low literacy and how those practices affect overall writing quality. Seventy-six adults with low literacy composed essays in response to a prompt and were given time for pre-task planning and post-task revising. Results showed that participants with…
Descriptors: Adult Students, Adult Basic Education, Adult Literacy, Writing Skills
Kristie L. Miner – ProQuest LLC, 2022
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…
Descriptors: Writing Instruction, Writing Strategies, Instructional Effectiveness, Prewriting
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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
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Wang, Jing; Song, Baomei – Asia-Pacific Education Researcher, 2023
To motivate learners to engage in writing courses and help to improve their writing performance, a mobile-game-based collaborative prewriting approach was proposed in this study. A quasi-experiment was implemented by recruiting two classes of non-English major students from a university in northeastern China. Class 1 learned to write under the…
Descriptors: Computer Games, Collaborative Writing, Prewriting, Foreign Countries
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Kessler, Matt; Polio, Charlene; Xu, Cuiqin; Hao, Xuefei – Foreign Language Annals, 2020
Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text-chat vs. face-to-face [FTF] discussion, etc.). Recent meta-analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning…
Descriptors: College Students, Second Language Learning, Chinese, Prewriting
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