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In this article, the authors explain how first graders practiced reading and writing when walking around their urban school every day. It mentions finding curriculum while walking, or walking curriculum, can foster a sense of place and embed learning in authentic contexts, along with the efforts of teachers in creating learning outcome.

Learning from expository texts demands the processing of metatextual cues (rhetorical devices) and the activating of reading strategies. The main objective of this study was to examine whether profiting from written metatextual cues to launch reading strategies needs higher level of rhetorical competence than profiting from oral cues. Specifically, this study addresses two questions: (1) Is there a gap between the sensitivity to oral versus written metatextual cues depending on the student's reading skill level? (2) Do the reader's rhetorical competence, general reading comprehension, and decoding levels interact with the processing of each type of metatextual cue? Three hundred sixty‐seven students (11–13 years old) summarized an expository text after reading it under one of the following four conditions: with written cues, with oral cues, with both cues combined, or with no cues. The less skilled readers who received oral or combined cues provided better summaries (they selected and organized the main ideas better) than the less skilled readers who received written cues or no cues. However, the performance of the more skilled readers was equal under the conditions with written cues, oral cues, and combined cues; these three groups outperformed the readers from the no‐cues condition group. A multicategorical moderator analysis showed that following written cues demanded higher levels of general comprehension and rhetorical competence than following oral and combined cues. These data confirm that rhetorical competence is a specific capability for processing, especially written metatextual cues, and for overcoming the gap between the sensitivity to oral versus written cues. [ABSTRACT FROM AUTHOR]

Instructors in the college composition classroom often require personal writing assignments, such as the literacy narrative, which can place pressure on students to reveal private life details. In the case of marginalized students, such an assignment may involve writing about traumatic or difficult experiences that students may not be ready to relive or may feel uncomfortable disclosing to others. For neurodiverse students, the literacy narrative can prompt disclosure of disabilities that students may not wish to otherwise reveal to instructors or peers. Ethical issues surrounding the literacy narrative assignment are explored and suggestions for pedagogical changes are proposed. [ABSTRACT FROM AUTHOR]

Objective: This study examined the relationship between ADHD and writing performance. Method: Students in Grades 3 to 7, 84 with ADHD and 135 age- and gender-matched controls completed a writing task (including process logs), and measures of working memory and attention. Results: Students with ADHD wrote texts of similar length but with poorer structure, coherence, and ideation. In all, 6.7% of the variance in writing quality was explained by whether or not the student had an ADHD diagnosis, after control for IQ and age-within-year, with ADHD students producing text that was less coherent, well structured, and ideationally rich, and spending less time thinking about and reviewing their text. Half of the effect on text quality could be attributed to working memory and sustained attention effects. Conclusion: ADHD has some effect on writing performance, which can, in part, be explained by working memory and attentional deficits. [ABSTRACT FROM AUTHOR]

This study explored the effect of teachers' feedback on O-Level students' English composition writing in private high schools in Lahore. A mixed-method approach was used to gather data through the use of survey questionnaires and essays. Research participants (n=75) were selected using the random sampling method. The ESL composition profile constructed by Jacobs et al (1981) was used to examine the quality of learners' first draft and second draft. The essays were rated before the feedback (first draft) and after the feedback (second draft). A paired sample Ttest was run to understand whether there was a significant difference between the first draft and the second draft. Results of the paired sample T-Test showed that the scores increased significantly in the second draft as compared to the first draft. Teachers' comments had a constructive effect on the quality of writing. This study revealed that students get assistance even from marginal feedback. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which students perceive digital technology as being helpful and/or useful to their schooling. Drawing upon survey data from students (n=1174) across three Australian high schools, the paper highlights seventeen distinct digital 'benefits' in domains such as information seeking, writing and composition, accessing prescribed work, scheduling and managing study tasks. While these data confirm the centrality of such technologies to students' experiences of school, they also suggest that digital technology is not substantially changing or 'transforming' the nature of schools and schooling per se. Instead, students were most likely to associate digital technologies with managing the logistics of individual study and engaging with school work in distinctly teacher-led linear and passive ways. As such, it is concluded that educationalists need to temper enthusiasms for what might be achieved through digital technologies, and instead develop better understandings of the realities of students' instrumentally-driven uses of digital technology. [ABSTRACT FROM AUTHOR]

The present mixed-methods study intended to explore Iranian EFL teachers' and students' perceptions of assessment of students' written performance and the effect of any possible (mis)matches on students' achievement. To these aims, a convenient sample of teachers (N=5) and students (N=30) from different classes and institutes in Iran was recruited to participate in the study. In the first phase of the study, all of the participants, both teachers and students, were interviewed to determine their perceptions of writing assessment. In the next phase, students were asked to write about a topic and in the last phase, the writings were assessed and scored by both teachers and students. During this phase, teachers and students were asked to think aloud while assessing the writings. Results indicated that a) based on teachers' perceptions, language, punctuation, content, organization, and communicative achievement are important factors in assessing a piece of writing, respectively. Also, teachers believed composition writing is the best activity to assess students' writing and the teachers should stick to their own perceptions while assessing writing and not use available rubrics. Moreover, all of them believed that scoring writing is always inaccurate and subjective; b) based on students' perceptions, grammar and spelling are important factors in the assessment of a piece of writing, respectively. They also mentioned that the ability to write can be assessed through composition writing and their teachers should utilize their own perceptions rather than utilizing a standard rubric. In addition, most of them considered scoring writing to be always inaccurate and subjective; c) students' perceptions of writing assessment affected their writing scores. That is, based on their own perceptions of criteria for writing assessment, the students expected to receive higher scores than the ones given by their teachers. [ABSTRACT FROM AUTHOR]

Th e research presented in this article studied the beliefs and practices of academic writing among 248 students from four university majors (psychology, history, biology, and philosophy) and one high school class. A two-part questionnaire on academic writing was designed and administered. Th e fi rst part studies beliefs of a reproductive/transmissive and constructive/transactional type, and the second part explores various aspects of academic practices: a) writing tasks, b) diffi culties in executing the sub-processes of written composition, c) diffi culties in writing texts, d) the evaluation of writing, and e) educational needs. Th e fi ve academic communities revealed diff erent profi les of beliefs about writing. With respect to writing practices, diff erences were found in each academic community and in the relations between beliefs and writing practices. [ABSTRACT FROM AUTHOR]

This paper adopts a multi-factorial analysis and investigates English dative alternations in Korean EFL learners' writings, by directly comparing dative alternations of native speakers and those of Korean EFL learners' writings. Two corpora were chosen for the comparison: the Switchboard corpus (written sections) and the Korean component of the TOEFL11 corpus. After all the sentences with dative alternations were extracted from these two corpora, and seventeen linguistic factors were manually encoded, the data were statistically analyzed in R. This paper was theoretically based on the concept of interlanguage in the Second Language Acquisition and Competition Model of Bates and MacWhinney (1982, 1989). Through the analysis, the following facts were observed: (i) the Korean EFL learners used ditransitive constructions more frequently than prepositional constructions, (ii) eight main factors and four interactions with the L1 were statistically significant, and (iii) the ditransitive constructions which the Korean EFL learners used were closer to the prepositional constructions rather than the ditransitive constructions in Korean. [ABSTRACT FROM AUTHOR]

This study is an exploratory case study of writing strategies that Korean EFL graduate students in applied linguistics employed in the semester-long process of L2 computermode research paper writing with the use of multiple resources. Data for writing processes and strategy and resource use were largely collected from a writing strategy inventory questionnaire and writing logs, which were complemented by a keystroke logging program, video recordings and retrospective recall interviews. The results of the study reveal the influence of genre features and variations across writing stages, strategies, resources, and individual writers. Planning was intermingled with researching. The participants deployed certain strategies only at a particular stage or throughout the whole writing process. The students who had higher education in English-speaking countries used fewer strategies and preferred electronic resources to print resources than those who were educated mainly in Korea. The latter also showed a tendency of employing self-regulatory strategies. Findings from the study suggest that the research paper writing process is resourceful, strategic and individually situated, and it involves complex composing behaviors accompanied by more varied strategies and resources than shown in studies of one-time reading-to-write tasks. [ABSTRACT FROM AUTHOR]

Teachers conscientiously correct errors in learner compositions, even though some methodologists caution that written comments may be unclear or discouraging. Until fairly recently, few studies have shown that written correction may help learners write new compositions more accurately. After summarizing and discussing some of this research, the author makes a few feedback technique suggestions, based on his own experience. He also describes the difficulties, and possible rewards, of researching how one's learner-writers respond to feedback. [ABSTRACT FROM AUTHOR]

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, in this study, we examine the bivariate relationships between handwriting fluency, spelling, reading, and oral language and students’ quality of writing and writing production. Additionally, the extent to which such relationships are moderated by student grade level and type of learner is also investigated. The findings document that each of the component skills demonstrates a weak to moderate positive relationship to outcomes assessing writing quality (rs = .33−.49) and the amount students write (rs = .20−.48). Moderator analyses were generally not significant with the exception that the relationship between reading and writing production was significantly higher for students in the primary grades. The implications of these findings to current theories and future research are discussed. [ABSTRACT FROM AUTHOR]

This survey adopted quantitative and qualitative methods to investigate 209 Chinese college learners' perceptions of an on-line writing program, Pigaiwang, in a normal university. The survey questionnaire and interview results indicated that EFL college learners attach great importance to English writing, but they find English writing difficult, particularly in terms of vocabulary and grammar; the majority of college learners showed slightly more positive attitudes toward using Pigaiwang as a writing tool than as an essay grader; computer--mediated feedback could enlarge learners' vocabulary size, and reduce the grammar and spelling linguistic errors in their writing compositions; the majority of college learners thought writing with Pigaiwang could improve learners' English writing learning autonomy and they hoped to use on-line writing programs in future English writing. [ABSTRACT FROM AUTHOR]

This study investigated students’ and instructors’ approaches and preferences to audio and written comments in an online undergraduate composition class. A mixed-method design was employed utilizing both a survey instrument and interviews for data collection. Forty-nine students and five instructors participated. Students gave more positive ratings to audio comments than to written comments on global- and middle-level items. However, their impressions on the comprehensibility of audio and written comments at the micro level were mixed. Instructors showed a preference for audio comments over written comments in terms of time investment. In addition, instructor commenting styles and the medium used influenced the time invested in providing comments [ABSTRACT FROM PUBLISHER]

The Common Core State Standards emphasize students writing analytically in response to texts. Questions remain about the nature of instruction that develops students' text-based writing skills. In the present study, we examined the role that writing task quality plays in students' mastery of analytic text-based writing. Text-based writing tasks ( N = 149) were collected from 27 fifth-grade teachers in an urban district, and teachers completed daily surveys (i.e., instructional logs) to assess the frequency of their reading and writing instruction (30-45 days total). Students ( N = 793) completed a performance assessment of their text-based writing skills. Results showed that the large majority of writing tasks guided students to retrieve isolated facts or engage with surface-level features of texts in their writing (i.e., were of a low level of cognitive demand). The cognitive demand of text-based writing assignments predicted multiple features of students' writing performance, including students' ability to reason analytically about texts (effect size [ ES] = .46), use evidence to support their claims ( ES = .46), and organize their writing ( ES = .35), even after controlling for other dimensions of literacy instruction. The quality (grist) of text to which students responded predicted one dimension of students' writing performance, use of evidence to support their claims ( ES = .37). Designing cognitively demanding text-based tasks should be considered an essential part of writing instruction reform and professional development programs for teachers that aim to increase students' writing skills aligned to the Common Core. [ABSTRACT FROM AUTHOR]

The article offers the author's experience as a writing teacher in linking the class discussion to writing lessons which uses the insights of students and classmates as resources. Topics mentioned include the creating of the class transcription during class discussion, the responses of the students to the articles from the book "Writing about Writing," and the creating of a permanent record of the discussion unfolded on a projector.

The article explores what students of introductory literature courses have picked up from written concepts on the concepts that teacher-scholars identify as foundational for writing in the field of literature. Topics discussed include how students were asked how they interpret written comments and how they understand the connections between comments on an individual paper and the paper assignment and the alignment seen by students between written comments, class meetings and assignment goals.

A response to comments about the study "Measuring Students' Writing Ability on a Computer-Analytic Developmental Scale: A Validity Study" is presented. The reseachers addressed the reviewers' concerns regarding consequential bases for score interpretation and the tension between the complexity of composing and parsimonious measurement of writing ability. They also discuss challenges in measuring writing ability.

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the program Composition II Online which teaches students how to write in nontraditional discourses. The program aims to open up digital spaces for composition and tap into the excitement that first-year writing students have for digital technology as well as to offer students to test the rhetorical waters in the online sphere. The article also informs that the project required the students to use various composition modes, including podcasts and blogs.

It was hypothesized that students’ learning would be enhanced by an intervention getting them to elaborate on and restructure the notes they had taken in lecture. Students in a research methods course were randomly assigned to weeks in which they would turn in a copy of their restructured lecture notes along with a very brief summary of the class. This intervention required students to spendqualitytime-on-task. Subsequently, results of exam questions from weeks in which students completed the intervention were compared to weeks they did not do so. The intervention improved student performance by a full class grade (11 percent, effect sized= 1.1) and it improved performance equally for students at the top, bottom, and middle of the class. [ABSTRACT FROM PUBLISHER]

Abstract: Ability to write focused expository essays in English is the key to academic success for students in an English-medium education system, but such writing can be a challenge for students for whom English is a Second Language. Focusing writing lessons on improving topic content and grammatical accuracy does not always achieve the expected results. Proceeding from the theoretical view of writing as simultaneously social activity and thinking process, this study sought to determine if explicit teaching of the expository essay genre practices and the thinking processes underlying these practices would improve the quality of students’ essays. Instruction featured deconstruction of sample texts and exercises to practise specific thinking strategies and grammar for realising the desired genre practices. Significant improvements were found in students’ stance support moves and functionality of topics in post-instruction essays. The discussion section argues that these findings point to the effectiveness of a social-cognitive approach to teaching writing. [Copyright &y& Elsevier]

This article describes the use of a progressive paper in a capstone course to develop students' writing skills. A progressive paper is one that students write one section at a time: as they add each new section, they go back and revise the previous parts based on actionable feedback from the instructor. In this course, the progressive paper takes the form of a laboratory report for a multistep synthesis. Students revise and update this paper throughout the semester. Each revision coincides with an additional step in the synthesis. This results in a complete journal-style article at the end of the semester. The students in this course show significant improvement in their vwiting skills throughout tliis process. [ABSTRACT FROM AUTHOR]

This article presents the results of a study on the written expression of Spanish university students (future teachers). The main objective was to analyze the students' process of planning their writing, in order to discover their skills and identify their limitations. The study is qualitative (a case study) in which the "cognitive interview" was used to obtain data and "content analysis" was employed to interpret the data. The results reveal that these students have limited knowledge of the operations included in the process of planning writing; the cognitive operations in which the interviewees encounter greatest difficulties are the recording of ideas, in the first place, followed by the organization of ideas. [ABSTRACT FROM AUTHOR]

Based on the linguistic analysis of a corpus of scholastic essays, in this article we explore the discursive resources that university students use in the construction and expression of opinion during the fi nal courses of their academic studies. Our objective is to identify, through a qualitative approximation within the analysis of discourse, the linguistic marks that students make when taking their position with regard to an area of knowledge. Th e results show that the construction and expression of opinion require the mastery of discursive resources associated with the insertion and handling of voice, the text structure, and above all, the construction of discursive perspective. Th e fi ndings emphasize the need to present didactics of argumentation with a discursive orientation that allows students to recognize and use the appropriate mechanisms for constructing opinions that are pertinent for their area of disciplinary formation. [ABSTRACT FROM AUTHOR]

Abstract: Using the ecological theories of writing proposed by Marilyn Cooper''s “The Ecology of Writing” (1986) and Margaret Syverson''s The Wealth of Reality: An Ecology of Composition (1999), this article describes a multi-step assignment sequence designed to engage online first year composition students across the ecological breadth of their writing and learning environments. The goal of the project is twofold: enriching students’ writing processes with a sophisticated understanding of the social situatedness of knowledge and rhetoric, we can simultaneously create high-functioning learning communities in an otherwise disembodied online learning space, not by upgrading our technological tools but by pedagogically guiding learners toward ecological and productively collaborative interactions with one another. [Copyright &y& Elsevier]

Fluency is an essential component in writing ability and development. Writing fluency research is important to researchers and teachers interested in facilitating students’ written text production and in assessing writing. This calls for reaching a better understanding of writing fluency and how it should be measured. Although fluency is the construct with the most varied definitions and measures in writing research, such large variance in conceptualizing the construct is rarely discussed. In an attempt to demystify the what of this construct, the present article reviews its definitions, shows how its measurement has been influenced by oral production research, and discusses some issues related to the validity of the varied measures used for assessing it. [ABSTRACT FROM AUTHOR]

The case study reported here explores the processes involved in producing a written synthesis of three history texts and their possible relation to the characteristics of the texts produced and the degree of comprehension achieved following the task. The processes carried out by 10 final-year compulsory education students (15 and 16 years old) to produce their syntheses, including the integrations they verbalized while performing the task, were examined in detail with a double-analysis system. The results revealed a tendency for the students who engaged in more elaborative patterns to make more integrations and produce better texts. These students seemed to benefit more from the task in terms of comprehension. Conversely, the students who followed a more reproductive pattern by and large copied ideas from the source texts and achieved low levels of comprehension. [ABSTRACT FROM PUBLISHER]

The article describes the work of third-grade teacher Kimberly Heckart who involves her students in making historical documentaries. Kim talks to her students about responsible documentary making and requires them to actually produce historical documentaries. The students develop reading and writing skills when they read history books, write essays and compose scripts. In all these, Kim makes the students apply historical thinking strategies. INSET: ANNOTATED AND SELECTED BIBLIOGRAPHY.

Students' poor performance on national assessments of writing suggests that educators need effective approaches to assess and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions in reading, but little research has investigated BEA with writing. Early writing is an especially important period for students, and the current study sought to extend BEA research in early writing. Results showed that BEAs for 3 first grade students identified promising writing interventions, and extended analyses showed improved performance for each student following implementation of the interventions. Implications for future research in direct assessment and intervention are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we have studied the effect of the six thinking hats on the writing skills of sixth grade students in primary school. For this purpose, we formed test and control groups of 30 students selected from Alparslan Primary School, Palandöken, Erzurum, in the second term of 2010-2011. These groups have been formed considering the socio-economic conditions and educational performance of the students. We have applied a pre-test and a post-test to test and control groups and the findings have been studied with regard to the "Assessment form for the writing skills". We have seen that the pre-tests of the two groups were similar. But as for the post-test results,' students who used the six thinking hats were more successful than the students who composed a free writing. [ABSTRACT FROM AUTHOR]

The author presents a descriptive analysis of the hybrid English Alive program that she pioneered from 2005 to 2008, which was developed on the sound structure of process-oriented composition with critical reading and writing. Its emphasis on the importance of audience analysis and research of primary and secondary sources is addressed. Ways in which the program increased students' need to write extensively and their application of composition skills to modern communication modes are cited.

Although employer studies suggest that communication is the most important of the non-technical skills sought in IT graduates, students do not consider this a focus of their studies. A project to embed automated support for enhancing writing unobtrusively within the learning environment is described and the results of a pilot discussed. The findings suggest that (most) students need (external) motivation to use the tool, and then do so only to the level required by assessment items. Inhibitors included the accessibility (i.e. in labs) of the software. However , given a conducive environment, the availability of such a tool is seen to be useful. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author discusses how she used sports in the composition classroom to inspire her students to start thinking of themselves as writers. She reveals the reasons why she chose to make sports media and American culture the topic of her freshman composition class. She asserts that asking students to read from certain elements of the sports media genre inspires them to develop their own voices and experiment with their writing styles.

The author describes how he applied the novel "Pride and Prejudice," by Jane Austen in a first-year composition course to draw out students' sense of themselves as writers and readers. He found that the novel helps him strike a healthy balance between skill-based writing instruction and encouraging students to recognize themselves as academic writers with worthwhile contributions to make. He reveals his goal in the composition class.

In this article the author discusses the queering outcomes of the Writing Program Adminstrators' outcomes statement (OS) for first-year composition. He is concern with students in composition course who try to figure out who their audience is for a particular writing piece and what does responding to the needs of different audiences mean in the OS. The author also devotes space to discuss the foundations, ideological and theoretical underpinnings of the OS.

One path to improving adolescents’ literacy skills is to integrate reading and writing into the content areas in which such work occurs. Although argumentative writing has been found to help students understand historical content and transform information, scholars do not know the influence of specific task structures on students’ writing or historical reasoning. To learn more, the authors administered four document-based writing tasks on the origins of the Cold War to 101 students from 10th or 11th grade. Using multiple regression, the authors found that writing tasks explained 31% of the variance in the quality of students’ overall historical reasoning after accounting for differences in students’ background. A closer analysis of different aspects of historical reasoning using a different rubric (and as analyzed using MANOVA) indicated that students’ skill in recognizing and reconciling historical perspectives significantly improved with writing tasks that asked them to engage in sourcing, corroboration, and causal analysis. The task that asked students to imagine themselves as historical agents and write in the first person was significantly different and resulted in the lowest mean essay scores. [ABSTRACT FROM PUBLISHER]

Abstract: In this paper we report a case study of two first-year students at a university in Hong Kong doing the same writing assignment that required the use of sources. We explore the students’ understanding of plagiarism, their strategies for composing, the similarity between their texts and source texts, and the lecturer''s assessment of their work. The analyses in the study drew upon textual comparisons between student texts and source texts, interview data, and observation notes. The data indicated that both students appeared to understand the university''s plagiarism policy yet their texts were characterized by patchwriting and inappropriate citation. Only one student''s problems were spotted by the lecturer and checked with Turnitin while the other''s was hidden to the lecturer. We speculate about the reasons, and then discuss these issues related to students’ writing from sources: the place of reading in a source-based assignment, the difficulty level of sources for an assignment in an introductory course, complexities of attribution in source-based writing assignments, and the place of patchwriting in the work of novice writers. We conclude by highlighting the challenges faced by teachers and researchers and echo with others that different labels need to be given to plagiarism as cheating versus misuse of source texts. [Copyright &y& Elsevier]

The article discusses the book "Querelle," by Jean Genet, and relates how the author used the story in teaching composition class. The author cites that the exposure to "Querelle" by reading and viewing has created disorientation among the students, leading to paradigm-shifting thinking and dynamic writing. He also adds that teaching the story has brought confusion to the student writers, and yet also created opportunities to be exposed to new ideas.

This article reports on part of a study investigating a new writing assessment, the Writer's Craft, which requires students to read a stimulus passage and then write a continuation adopting the style of the original. The article provides a detailed analysis of stimulus passages employed within this assessment scheme and students' written continuations of these passages. The findings reveal that this is a considerably more challenging assessment writing task than has previously been recognised; and that questions arise concerning the nature of the stimulus passages and the extent to which the assessment criteria captured what the students had achieved in their writing. The implications of these findings are discussed and recommendations are made. [ABSTRACT FROM AUTHOR]

To enhance the language attainments of middle school students in an all-round way is the basic concept of Chinese curriculum reform, but it is impeded gravely by students' difficulty in composition writing. Based on the intensive analysis of the cause of their difficulty in composition writing, we can achieve the following solving strategies: taking varied measures to make students willing to write compositions in accordance with the inherent law of learning; encouraging students to write what they think; using the imitating strategy to let students learn how to write; adopting the meta-cognitive strategy to let students better their writing. [ABSTRACT FROM AUTHOR]

In this article, the author explores her experience of teaching English basic composition and reflects on intertextuality which she regards as a vital component of college reading and writing. She details the students' activities to get them to recognize that they have to treat academic texts similar to that of pop-culture texts. She notes that students must recognize the intertextual connections among all their sources so they can write a paper that involves synthesizing of readings.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This paper describes the process by which a rubric development team affiliated with the National Writing Project negotiated difficulties and dilemmas concerning an analytic scoring category initially termed Voice and later renamed Stance. Although these labels reference an aspect of student writing that many teachers value, the challenge of defining the construct for assessment purposes remains fraught with difficulty. This account of the category- and rubric-development process and related research includes a rationale for the decision to negotiate these challenges, as well as a description of how category-definition and score-point language were formulated and progressively refined across an initial and subsequent year of rubric use, evaluation, and revision. [Copyright &y& Elsevier]

The article offers information regarding integrating writing instruction into the content-area classroom. It also discusses the use of visuals in teaching and learning incorporating multimodal texts into the classroom. Also included are the mediating multiple modes for writing in classrooms, school-based writing assignments guiding students to locate a subject and multiple invention strategies like free-writing or webbing for introducing students to the writing process.