Search

Despite effective knowledge transfer being a primary goal among post-secondary instructors, scholars, and administrators, students still have difficulty adapting their skills to novel contexts. This challenge is especially salient in writing pedagogy, where the transfer of writing-related knowledge is not guaranteed (Driscoll, 2011; Perkins & Salomon, 2012). To investigate possibilities for catalyzing writing transfer, this paper reports on a collaborative autoethnography project (Chang et al., 2013) carried out by two undergraduate students and a faculty member based at a large Ontario university. Their experiences on the editorial team of a first-year writing journal provide insight into how mentorship within journal environments can contribute to post-secondary students’ literacy development, and, concurrently, help them to transfer what they know to new contexts. We consider how similar learning opportunities may contribute to undergraduate skill development outside traditional classroom contexts.

The objective of the community service carried out by a team from Universitas Muhammadiyah Malang at SMPN 16 Malang is to increase students’ creative writing literacy. The methods used were training and mentoring during creative writing. The activity began with recording students’ writing interests and identifying the students' type of writing preferences, followed by training, writing practice, evaluating student work, strengthening student understanding, and improving the written work. To achieve the activity’s targets, students were requested to answer questions on a Google form. The result shows that 178 students have an interest in writing, of which 79% chose to write stories, 19% wrote poetry, and the rest chose fables and history. Students who were interested in writing were given training and practice. The training includes strengthened writing concepts, writing practice, result assistance, and feedback. Training activities, mentoring, and enhancement of student work are carried out for three months. Furthermore, the process of editing and designing the book was carried out for one month. At the end of the activity, 78 students could write short stories, descriptive stories, and poetry. After going through the curation and editing process, the students' work was recorded with an International Standard Book Number (ISBN) and given to each author and the school.

Language creativity plays a pivotal role in facilitating effective communication, especially in written expression. Proficient writing skills require a dedicated teaching and learning process that nurtures critical thinking abilities. While the significance of language creativity and writing skills has been acknowledged, empirical research focusing on explicit techniques to enhance these skills among young learners is needed. Addressing this research gap, this study explores the impact of integrating the PMI (Plus-Minus-Interesting) technique, an integral component of the Cognitive Research Trust framework, in teaching narrative text to primary school students. Employing a case study research method, this study involves 67 students, with data collected through observations, interviews, and analysis of selected students' multiple drafts. The findings reveal significant improvements across various aspects of students' written texts, including word count, vocabulary usage, flow, and organizational structure, following the implementation of the PMI technique. Observations demonstrate that students displayed heightened levels of active engagement and expressive writing when utilizing the PMI technique, effectively incorporating 'plus', 'minus', and 'interesting' elements from their personal experiences. This integration enhanced their overall written communication skills. Based on the study's results, the PMI approach provides clear and structured instruction in literacy learning and development. It particularly offers a practical approach for nurturing language creativity and improving writing skills among young learners. [ABSTRACT FROM AUTHOR]

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal 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.)

Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.

The purpose of this study was to find out the correlation between students' reading literacy ability and writing visual text ability for seventh grade students of SMP Negeri 1 Pematangsiantar. 133 respondents from 200 populations were randomly selected using simple random sampling technique from a Junior High School in Pematangsiantar City. This research applied a quantitative research method using correlation research. Data was collected using tests including multiple choice and essay. Using the Pearson products moment formula, this study analyzed data from both tests. The hypothesis of this research is H1 which states that there is a correlation between reading literacy ability and writing visual text ability and H0 states that there is no correlation between reading literacy ability and writing visual text ability. The results of this study indicate the correlation coefficient between the two variables is r =0.91 It means that there is a very strong relationship between reading ability and writing visual text ability. Based on the correlation coefficient, it can be concluded that H1 is accepted and H0 is rejected. Then, the coefficient of determination is symbolized by r2 is 0.83, it means the students' writing visual text ability is 83% influenced by reading literacy ability. [ABSTRACT FROM AUTHOR]

Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students' Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but the control group without receiving any mediation. A non-dynamic pre- and post-test writings were given to both groups to determine any differences in their writing performance. At the end of the treatment a semi-structured interview was used to know the experimental group's opinion about their teacher's assistance. The data was subjected to the statistical procedure of t-test and the results indicated that not only all the students of experimental group outperformed the students of control group but according the semi-structured interview, DA acted as low affective filter for them since they saw teacher as an assistant during their writing and their improvement increased their motivation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. 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: Verbal ability comprises receptive (understanding) and active (producing) facets. While the first (e.g. as literacy in PIRLS and PISA) is frequently analyzed in its relationship to further cognitive abilities and parental attributes the latter is rarely investigated. The present study using data from N =280 students aged 9 to 14years investigated the dependence of active (expressive) verbal ability (by writing a free description of a painting: indicated by number of written words, number of seldom used words, correctness of grammar and orthography) on educational level of parents, number of books at home, mental speed (verbal, numerical, and figural Coding-Test), and psychometric intelligence (verbal, numerical, and figural CogAT). Path analyses found the strongest total ability effect for mental speed, the strongest direct effect for intelligence, both depending on educational level of parents and number of books. [Copyright &y& Elsevier]