Argues that teachers in all disciplines can act as insiders in helping students to write more effectively within academic contexts. Teachers who write are even more effective because they bring expert knowledge of content and language from tacit to conscious awareness and engage themselves and their students in the teaching exchange. (Contains 13…

This article profiles a group of college students with learning disabilities, outlines strategies used to help those students in their 100-level expository-writing class, and illustrates persistent writing problems with three student writing samples. This study revealed that, even with explicit support, students whose learning disabilities had an…

As an elementary reading specialist, Lynn Mondello Caggiano, the author of this article, often worked with students who struggled with reading and other language tasks, including writing. After working with a group of students for whom written expression was particularly difficult, Caggiano came up with the plan of having the students draw their…

This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different…

The popular mantra "Every teacher is a teacher of reading" and several decades of emphasis on content-area literacy have not resulted in major changes in reading and writing across the curriculum in secondary schools. In this article, we argue that reading and writing strategy instruction has not focused on what really matters to content-area…

The popular mantra "Every teacher is a teacher of reading" and several decades of emphasis on content-area literacy have not resulted in major changes in reading and writing across the curriculum in secondary schools. In this article, we argue that reading and writing strategy instruction has not focused on what really matters to content-area…

The importance of establishing a connection with readers in academic writing is now widely acknowledged. The growing literature on this topic, however, has largely concentrated on published "expert" texts and on the ways that writers use language to project their stance or identity. In contrast, this paper will focus on strategies which…

Seventy 8th-grade students (including talented writers, those with average ability, and students in need of special education services) participated in an integrated social studies and language arts unit designed to promote historical understandings and argumentative writing skills. The historical reasoning instruction lasted 12 days, and the…

Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments in which teachers use various approaches that differ by level of teacher support and child control. The authors describe 1 urban school district's real-world attempt to create a…

The integrative literature review is a distinctive form of research that generates new knowledge about the topic reviewed. Little guidance is available on how to write an integrative literature review. This article discusses how to organize and write an integrative literature review and cites examples of published integrative literature reviews…

This paper studies the composing strategies employed by four advanced L2 writers when they wrote in an academic setting and the rhetorical context of composing, i.e. their mental representations of the intended audience and of the rhetorical purpose for writing. Four student-teachers majoring in English and attending a postgraduate teacher…

A challenge facing educators is to find ways to arrest and reverse the cumulative deficit in reading experienced by many students with learning disabilities. In this study, we evaluated the effect of a strategy intervention to increase the reading comprehension of eighth grade students with reading disabilities in intact junior high school classes…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Readily accessible computer technologies including on-line notepads provide new environments for notetaking. This study sought to describe the effects of technology on the notetaking strategies and behaviors of university students. The following questions were addressed: (1) Given a choice, do students prefer taking notes from a computer tutorial…

Rather than having established forms available to pour things into, forms frequently need to be built from the ground up. Practically, it is simpler to use assembly line production for academic work, and most of academic writing is relatively linear objective prose. However, boundaries are being crossed in diverse disciplines by a number of…