This book is a call to action for English and English Language Arts teachers who understand that data are not numbers alone, learning is impossible to quantify, and students are our very best teachers. Writing teacher Angela Stockman shows us how pedagogical documentation--the practice of making learning visible, capturing what is seen and heard,…

This dissertation project investigates the lived experiences of three transnational multilingual Asian writing teachers across transnational trajectories to understand how these teachers negotiate their identities within sociocultural, institutional, and ideological structures. Addressing the underrepresentation of transnational multilingual…

In this co/autoethnography, we used dialogic journaling and critical conversations to examine our feminist stances and practices. As feminist practitioners in high school English classrooms, we analyzed our collaborative co-teaching relationships, examining the complex dynamics of those partnerships, how we responded to the struggles of patriarchy…

This article explores how the racialized discursive and behavioral norms of pseudocommunity interfere with faculty professional development toward antiracist writing pedagogy. The author draws upon original research into a faculty learning community of first year composition instructors to highlight how, without explicit acknowledgment and…

As writing teacher educators in the United States, we used collaborative self-study methodology to investigate our career continuums, examining this research question: What are the critical events along writing teacher educators' journeys that support the development of scholarly expertise and enactment of writing teacher educator identities? As…

Educational leaders and teachers interested in improving instructional practice in writing may want to consider examining what strategies are currently used by teachers who instruct students identified as economically disadvantaged. The present study used a single-site intrinsic case study design to examine Blue Creek High School, a school with an…

Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of…

This article conceptualises studies in professional learning through the novel lens of 'reflexive empathy'. Reflexive empathy draws on Margaret Archer's theory of reflexivity, and positions it as an enabler of empathy to support researchers' approaches to providing contextualised, supportive professional learning for teachers who are involved in…

This article presents an exploratory study that examines how 11 first-year writing instructors' conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries' teaching faculty and the Director of Composition & Rhetoric at a public university in the…

While a plethora of studies have been conducted on corrective feedback in L2 writing, praise as feedback has received less attention in L2 writing despite its well-acknowledged motivating functions in education and psychology (For economy of expression, the word "praise" will be used consistently throughout this paper to denote…

Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or…

This study examines the trajectories of two plurilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education, monolingual norms that emphasize native-like competence continue…

This study addressed tensions faced by teachers in balancing the types of writing valued in today's schools, the needs of today's writers beyond school, and the rich cultural and linguistic resources that students bring into today's classrooms. Drawing from data generated in a larger study of teachers in an inquiry group and their related…

This article captures lessons learned while coaching a team of writing teachers across a poetry writing unit of study. Because of the heightened pressure of successful implementation of curricular programs, coaching can become focused solely on implementation of resources with fidelity, which can neglect the art of teaching. This article captures…

This essay explores the importance of formative creative writing in schools through a Key Stage 3 Creative Writing lunchtime club. I examine the power of unassessed and unconstrained writing through the work of one Year 8 pupil in the early stages of English language acquisition, who so often chooses to write about snow. Reflecting on her writing,…