https://journal.equinoxpub.com/WAP/gateway/plugin/WebFeedGatewayPlugin/atomWriting and Pedagogy2023-08-31T15:00:25+00:00Jessica Early and Gustaf Bernhard Uno Skargustaf.b.skar@ntnu.noOpen Journal Systems<p><em>Writing & Pedagogy</em> provides an internationally-oriented forum for discussion and dissemination of knowledge focussed on the nature of writing and its development across the lifespan. It is innovative in being international in scope, spanning levels of education, and in advancing the theory and practice of writing pedagogy in varying language environments. <a href="https://journal.equinoxpub.com/WAP/about">Read more</a>.</p>https://journal.equinoxpub.com/WAP/article/view/22457Knowing Where to Start2024-03-15T11:42:52+00:00Sam Meekings
<p>Finding the right way to start a new piece of narrative writing often induces anxiety in writers. This paper will discuss beginnings as a problem for both practitioners and instructors, analysing different practices of how writers select a meaningful point in time at which to start a narrative. It will examine beginning as a theoretical problem and explore the importance of intersectionality when considering how writers and instructors conceptualise beginnings. It will then consider beginning as a pedagogical problem, and how much writing prompts, free and automatic writing exercises, and online writing communities, offer differing responses to this issue. Finally, the paper will discuss different ways that narrative beginnings can be conceptualized and approached.</p>
2024-03-15T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/22417Designing Writing Across the Professions (WAP) Programs at the Intersection of Work-Integrated Learning and Writing Transfer Research2024-01-31T09:41:32+00:00Ina Alexandra MachuraMichael-John DePalmaMichelle J. EadyKara Taczak
<p>In our information age, written communication has become increasingly important in many professions. As a result, university faculty and administrators need to develop specific curricula and pedagogies that will facilitate the process of equipping students with the required writing knowledge and skills to meet the demands of their workplace environments. In this article, we argue that Writing Across the Professions (WAP) as a curricular model meets that requirement, particularly in Work-Integrated Learning (WIL) contexts, which we believe are conducive to fostering writing transfer in university students. WAP foregrounds the importance of writing in workplace contexts and aims to facilitate the transfer of students’ knowledge and practices by focusing on rhetorical genre theory and analysis, discourse community theory and analysis, providing engaged feedback on students’ writing, and inviting students to critically reflect on their previous and current writing knowledge and practices. In this article, we propose four conceptual foundations that university faculty and administrators can utilize to implement WAP programs at their institutions. The first concept is that professional (writing) knowledge and practices are contextual and require lifelong learning; WIL faculty and students thus need to be informed about what is involved in learning to write across professions. Secondly, as the transfer of professional (writing) knowledge and practices goes beyond disciplinary boundaries, both faculty and students need to build contextual awareness. Thirdly, as problem-solving is an integral part of writing in the professions, faculty and students need to engage in critical reflection. Finally, professional (writing) knowledge and practices impact identities and therefore require mentoring. In outlining these shared concepts from WIL and writing transfer research, this article offers examples of how they can inform curricular approaches and pedagogical practices in WAP.</p>
2024-01-31T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/26469'Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation' H. Zhao and L. J. Zhang (2022)2024-03-05T09:27:51+00:00Zhi LiJing Chen
<p><em>Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation</em><br />H. Zhao and L. J. Zhang. Springer Nature, Switzerland (2022).<br />XXII + 178 pp., € 106.99, ISBN: 978-3-030-99991-9</p>
2024-03-05T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/26126Spanish Heritage Language Students’ Writing Perspectives2024-03-13T11:00:44+00:00Idoia ElolaAriana MikulskiAna Padial
<p>Although the field of heritage language education has thrived in recent years and has focused primarily on the development of biliteracies in Spanish heritage language (SHL) students (e.g., Belpoliti & Bermejo, 2020; Samaniego & Warner, 2016), there is a scarcity of research on SHL students’ writing practices. Moreover, instructional practices and technological developments have transformed the landscape of SHL writing, underscoring the need to understand SHL students’ practices and perceptions of writing. The present study explores this gap in the literature by reporting on an online survey taken by 96 SHL students in the United States. SHL students reported a desire to improve their writing and regarded linguistic issues (e.g., accuracy, accent marks, and writing conventions) as their primary challenges. They considered technology helpful while writing in Spanish, but their use of social tools was not widespread. Although student responses often aligned with educators’ perspectives from previous research (Padial et al., 2024), students reported using English to plan their writing more frequently than instructors reported teaching the use of English as strategy. Students overestimated the importance that their instructors gave to grammar and orthography/accentuation.</p>
2024-03-13T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/23446A shared understanding of good writing? 2023-06-27T23:26:40+00:00Rebecca Clarkson
<p>This qualitative study explores how writing is conceptualised by teachers within the context of the primary National Curriculum and statutory writing assessment in England. The 10 participating teachers were drawn from nine primary schools and were interviewed about writing and writing assessment in year 6. Ivanic’s discourses of writing were used as the basis of a thematic analysis framework, which focussed on teachers’ perspectives and opinions. Findings showed that reference to the creative and skills discourses were most dominant within the teachers’ viewpoints; however, they also showed alignment to other discourses. Many of the teachers’ views were at odds with the National Curriculum and statutory writing assessment and this is discussed in relation to the tensions and conflict this created in pedagogy, attitudes, and assessment.</p>
2023-05-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/25787Introduction to the Special Issue on The National Writing Project at work2024-01-10T11:22:48+00:00Bryan Ripley CrandallJessica Early2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/25762Teachers know2023-08-16T15:12:20+00:00Elyse Eidman-Aadahl2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/23021Unique supporters of multilingual writers in rural high schools2023-06-27T23:27:42+00:00Todd Ruecker
<p>While much of the work on increasing diversity of U.S. schools has focused on urban and suburban contexts, rural schools and communities have seen an influx of multilingual immigrant and migrant students. Using qualitative data collected in English classrooms at two different rural high schools as part of a larger study, this article profiles two rural ELA teachers who stood out as unique supporters of their multilingual students’ literacy development. These profiles are contextualized in broader debates in writing studies about valuating language diversity and avoiding form-based approaches in instruction. In concluding comments, the author explores how these teachers don’t neatly fit categorizations of effective writing teachers and argues that writing researchers need to work across increasingly polarized divides to help make rural schools more inclusive spaces for linguistically diverse students.</p>
2023-05-22T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/25502Beyond Fitting In: Rethinking First Generation Writing and Literacy Education Kelly Ritter (Ed.). Modern Language Association, New York (2023)2023-06-27T23:25:59+00:00Julia McWilliams
<p>Beyond Fitting In: Rethinking First Generation Writing and Literacy Education Kelly Ritter (Ed.). Modern Language Association, New York (2023). 352 pp. $49.00, ISBN: 978-1-60329-603-8 (pbk) $105.00, ISBN: 978-1-60329-602-1 (hbk)</p>
2023-04-03T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/23269Teacher perspectives on writing instruction in the Language Introduction Program in Sweden2023-06-27T23:27:20+00:00Ulrika MagnussonKatarina Rejman
<p>This study explores teacher perspectives and beliefs on writing instruction in the Swedish Language Introduction Program (LI) through interviews with six teachers in Swedish as a second language. The study was guided by the following research questions: How do the teachers construct the students discursively, including the students’ educational background and prior knowledge? How do the teachers frame writing instruction, as evident by their discourses? LI is an upper secondary school program framed for newly arrived students, 15 to 18 years old, who need to qualify for mainstream programs by attaining the goals of compulsory school year 9. The study is framed within theory on second language writing instruction and teachers’ beliefs. The teachers’ discourses of writing instruction were analyzed against theory on second language writing instruction, genre pedagogy, and practices of care, and related to the teachers’ discursive constructions of the group of students as vulnerable and heterogeneous. All teachers exploited genre pedagogy, with its emancipatory aims, to enable access to the genres of schooling. The teachers’ expressed aims were directed toward long-term goals, such as employability and democratic participation. The teachers were firmly based in both theory and experience, which the demanding context seemed to require. In spite of indisputable challenges, the teachers conveyed a sense of belief in the possibilities of teaching.</p>
2023-05-22T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/23638Arguing controversies through civic discourse2023-06-27T23:26:23+00:00Peter Smagorinsky
<p>This article draws on Toulmin’s model of argumentation to propose a way of engaging with controversial topics in ways that require not only the assertion of a point of view, but attentive listening to contrasting beliefs. Given the paucity of models of respectful listening in public discourse, school becomes a place where teachers can provide opportunities for contentious discussions to be conducted through civic discourse. The article begins with an outline of Toulmin’s model, with an emphasis on warranting examples so that they serve as evidence for a claim, and engages with opposing viewpoints for a reasoned rebuttal and synthesis. The article then suggests that the topic of school dress codes would be a fruitful topic of student inquiry and argumentation, given the ideological basis of a dress code and the many differences of opinion surrounding them. Such instruction is illustrated through a method that relies on inductive reasoning and discussion as the basis for generating ideas in argumentative writing. The article concludes with a view of writing pedagogy that promotes responsible argumentation in light of critical responses that lead to a synthesis and extension of learning.</p>
2023-05-04T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24398Teachers need teachers2023-08-16T15:13:35+00:00Michelle Glerum
<p>This qualitative case study explores the experience of three first-year English language arts educators within a small community of practice designed to provide personal and professional support for beginning teachers. The participants engaged in a 6-week session where weekly meetings focused on participant experiences and English language arts pedagogy during the COVID-19 pandemic.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24294It seemed 'The Write Time' for children’s and young adult authors2023-08-16T15:16:52+00:00Bryan Ripley CrandallTanya Baker
<p>With an apartheid of diverse children and young adult books, as well as the dearth of rich, personalized writing opportunities in schools, the National Writing Project Director of National Programs and the Director of the Connecticut Writing Project at Fairfield University asked, ‘How might authors and teachers be brought together during the pandemic to discuss writing processes and books?’ <em><span class="CharOverride-3">The Write Time</span></em> resulted, a digital podcast for educators, writers, young people, and families that showcases authors of children’s and young adult literature.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24504A youth-driven project during crisis schooling2023-08-16T15:12:27+00:00Ginette Rossi
<p>This piece reflects on a secondary teacher’s attempt to empower her students during the Covid Pandemic crisis schooling response in the United States. In this article, the students engage with their hybrid identities and lived experiences to build skills and criticality toward cultivating the changemaker within themselves. Selections of student testimony and the reflexive practices of the teacher are centered in the explanation of a project rooted in Culturally and Historically Responsive literacy.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24420Reading landscapes and writing nature2023-08-16T15:13:03+00:00Rich Novack
<p style="font-weight: 400;">This reflective article discusses lessons learned when <em><span class="CharOverride-1">Reading Landscapes & Writing Nature</span></em>, an annual collaboration between a National Writing Project site and Weir Farm National Historical Park, migrated online in 2020 as a result of the Covid-19 pandemic. The organizations have used critical pedagogies of place (Gruenewald, 2003) since 2017 to guide teacher writing workshops, and reimagined the professional development in digital spaces with multimodal literacies (Kinloch, 2009; Kress, 2003). This including 360 photospheres and Padlet as tools to expand educators’ understandings of literacy, wellness, and place.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24293Critical friendship and collegial conversations2023-08-16T15:17:15+00:00Susan Densmore-JamesBryan Ripley Crandall
<p>In this reflective article, a case study, we draw upon scholarship on a critical friendship (Schuck & Russell, 2005; Silva, 2003) that grew in 2020 as we worked to assist one another in creating NWP writing programs for teachers and youth. At the heart of our professional collaboration was our desire to maintain and cultivate community engagement (Deans, Roswell, & Wurr, 2010; Preece, 2017), while advancing racial literacies in digital spaces (Price-Dennis & Sealey-Ruiz, 2021) and as we worked with a framework for instructional equity (Muhammad, 2020). Weekly meetings led us to using Padlet for 189 hours of professional development, 9 programs with 511 youth, and 7 courses with 320 students. Padlet became a location for curation, especially as we worked to promote diverse, inclusive children’s and young adult texts as models for classroom teacher and student writers.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24361Learning to teach writing by apprenticing within a community of practice2023-08-16T15:14:18+00:00Tom MeyerMary Sawyer
<p>This paper describes a fieldwork program and companion tool, The Teaching of Writing Framework, that college-based teacher educators and teachers from the Hudson Valley Writing Project, a site of the National Writing Project, developed over a three-year period. Central to the fieldwork program is an apprenticeship that allows future teachers to assist mentor teachers in a summer enrichment program for adolescent writers. The apprenticeship, coupled with reflective writing and mediated by the framework, allows future teachers to practice, identify, and reflect on writing instruction in which writing functions as a tool for learning and humanization.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24292Human-centered poem-ing2023-08-16T15:18:05+00:00Sarah J. DonovanStefani Boutelier
<p>In this reflective article, we draw upon Richardson’s (2002) advice for configuring words to view the world through poetry, through an analysis of our own social and digital selves into and through the early days of COVID-19. Verselove is a month-long digital poetry challenge, a space to welcome teacher-writers from around the world to create, learn, and share. Through the common passion for poetry, Verselove is a space of new creative professional growth and inquiry through a poetic lens. Since we did not come to Verselove as a research project or with this framework in place, we share what Verselove is and then offer our theorizing about how we are coming to understand this poetic professional development project.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24337When teachers write and heal together2023-08-16T15:16:20+00:00Vanessa E. VegaTonya B. PerryNaomi PryorSonjanika Henderson-Green
<p>The spring and summer of 2020 were rife with tension emanating from hate speech, racial violence, and a global health pandemic. Educators deliberated over the uncertainties of equitable access to learning, healthcare, and wellbeing. This article will describe how the Red Mountain Writing Project created a third space (Gutierrez, 2008) grounded by Critical Race Theory (CRT) in education (Solorzano & Delgado Bernal, 2001; Solorzano & Yosso, 2001) and Historically Responsive Literacy (Muhammad, 2020) to center the lives of teachers, their experiences, and their stories during a tumultuous time. The authors will share how they built and maintained a supportive virtual space for teachers to critically examine and reflect on their lived experiences, social awareness, sense of agency, and anti-racist teaching and writing practices. Now, after more than two years, teacher-writer communities are especially needed – third spaces where teachers from diverse backgrounds can hold space together and engage in writing to heal, find joy, empathize, and amplify their experiential knowledges.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24594Mind maps and metacognition in writing pedagogies2023-06-27T23:26:05+00:00Christopher Eaton
<p style="font-weight: 400;">This paper reconsiders the common use of mind maps as only a brainstorming tool that occurs before writing. The paper contemplates how mind mapping can be a useful pedagogical strategy throughout the writing process, not just at the beginning. The metacognitive benefits of mind mapping can support writers at all stages of their writing. Mind mapping can make their thinking overt and allow writers to make new connections throughout their revisions. The paper draws on an intrinsic case study (Stake, 2005) of sixteen first-year writing students who used mind maps at the beginning of their research papers and again as they grappled with feedback to re-design their drafts for submission. Students reported that, while the initial mind map had limited benefits on their writing, the second mind map acted as a vehicle for them to make connections between their draft, their feedback, and their next steps as writers. This second map offered a liminal space in which students could dwell with their feedback, make their thinking visible, and strategize how they could implement that feedback to make their writing stronger. The paper offers a new look at how teachers can use mind mapping to enhance students’ writing processes.</p>
2023-04-25T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24351Write across America2023-08-16T15:15:36+00:00Kel SassiRichard LouthSusan Martens
<p>Three U.S. writing project teachers from Louisiana, Missouri, and North Dakota reflect on their experiences with the National Writing Project’s writing marathon and discuss their collaboration to design, implement, and study a virtual writing marathon during the coronavirus pandemic. Interspersed with teachers’ writing from the marathon, the piece explains the features of the design and ends with four primary conclusions: 1) Writing should be at the center of our pedagogy, 2) A writing marathon can and should be adapted for online spaces, 3) Virtual writing marathons have lasting value, and 4) The success of the Virtual Writing Marathon rests on National Writing Project infrastructure and culture.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24425Promoting equity in the writing classroom through critical self-reflection2023-08-16T15:12:46+00:00Ellen SheltonRebecca Kaminski
<p>This study presents findings and strategies found to be successful through encouraging reflective thinking about classroom practices related to access, equity, and diversity. We asked, ‘How does classroom practice change when teachers reflect on equitable instruction? Do teachers recognize biased practices in their classroom? How might a teacher’s instruction unknowingly create barriers for students, thus limiting student learning?’ Over the course of one semester, participants worked collaboratively to reflect on equitable classroom practices to affect student voices. Due to the COVID-19 pandemic, the study was conducted through virtual discussions and online platforms. Here, we share reflections that surfaced during the online discussions.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24358Empathy, understanding, and alliance2023-08-16T15:14:59+00:00Amber Curlee
<p>This online antiracist program for children as young as 3 and their parents/caregivers took place in June of 2020 early in the COVID-19 pandemic. Driven by a desire to build change in opposition to racism and unite families during a time of quarantine and isolation, the program fuses family literacy practices to create space for discussions surrounding race, racism, anti-racism and alliance. The model of the program uses children’s literature to make difficult topics accessible to young children, and provides literacy activities which are engaging, age appropriate, and adaptable to materials at hand, interests, abilities and attention spans of each child. This success of this program demonstrates the power of the model to engage with young children and issues of social justice.</p>
2023-08-16T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/24068Recognizing and examining the value of professional writing2023-02-13T23:15:13+00:00Tara HembroughMiriam Jaffe2022-12-14T00:00:00+00:00Copyright (c) 2022 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/22141Developing and implementing a virtual writing workshop for doctoral students in a Global Leadership PhD program2023-06-27T23:28:10+00:00Kevin BottomleyJeff Bourgeois
<p>Writing support is one facet of doctoral education with implications on student retention, persistence, and completion. Previous research suggests focus has been given to undergraduate writing, while little attention has been paid to support graduate writing overall and even less at the doctoral level (Rose & McClafferty, 2001). After observing student struggles with doctoral-level academic writing, members of the faculty determined a need to better support writing development from coursework through the final dissertation in an online Global Leadership PhD program. In this article, we describe the development and implementation of a multi-day, interactive, and synchronous online writing workshop collaboratively offered by faculty and staff to address challenges experienced by pre-dissertation students, as well as those in the dissertation stage of the program. Students had demonstrated a wide variety of challenges, including trouble writing using conventional standards, difficulty organizing their thoughts, understanding and applying appropriate APA formatting, and minor proofreading errors in their writing. These challenges are often exacerbated by differences in priorities from instructors, creating confusion for the student on how to best address these challenges and become more proficient in their writing. Following a description of the practice, we include a discussion on student evaluations of the workshop and make recommendations for the application of similar support initiatives.</p>
2023-05-04T00:00:00+00:00Copyright (c) 2023 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/21145Bachelor’s thesis writing as an emotional process2022-09-22T23:37:21+00:00Kati Rantala-LehtolaMaria Ruohotie-Lyhty
<p>This study explores the bachelor’s thesis writing process from the perspective of emotions by using a holistic, narrative approach to individual development. Emotions are analysed in interconnection with implicit conceptions about academic writing and about oneself as a writer. The process of academic writing is described as a movement where balancing positive and negative emotions is one part of academic multiliteracy. The data of the study include visual, textual, and interview data from different phases of the bachelor’s thesis process. In the analysis, four types of narratives of thesis writing are created: growth, survival, project, and conflict narratives. The study offers a holistic perspective to academic writing and provides writing instructors and students with ways to identify emotions and implicit beliefs related to writing processes.</p>
2022-09-22T00:00:00+00:00Copyright (c) 2022 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/22505Screencasting for technical writing students2023-02-13T23:15:16+00:00Andrew Cavanaugh
<p>Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace.</p>
2022-11-11T00:00:00+00:00Copyright (c) 2022 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/21124Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum2022-09-26T07:15:52+00:00Rebekah SimsHadi BanatPhuong TranParva PanahiBradley Dilger
<p>This article explores illuminative evaluation as a method to reflectively assess a pilot implementation of an intercultural-competence-focused first-year writing curriculum at a US large public university. The goal of this curriculum is to promote integration of diverse student populations on our university campus, while developing all students’ intercultural competence and writing skills. In this article, we present practitioner reflections on classroom experiences and collaborative design of our approach to data analysis. These reflections show how an illuminative, context-rich approach to an early phase of a writing pedagogy research project shapes a holistic <br />curricular evaluation. Illuminative evaluation drew our attention to the interaction between teaching and curriculum evaluation as well as to how this approach promotes an invitational and exploratory approach to teacher research.</p>
2022-09-22T00:00:00+00:00Copyright (c) 2022 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/22133Introduction to the Special Issue on writing research in Scandinavia2022-07-02T11:58:42+00:00Gustaf B SkarKristine KabelCaroline LibergJesper Bremholm2022-07-02T00:00:00+00:00Copyright (c) 2022 Equinox Publishing Ltd.https://journal.equinoxpub.com/WAP/article/view/22095Identifying texts in the Warning Zone2023-07-19T12:08:49+00:00Gustaf B SkarAnne H KvistadMarita B JohansenGert RijlaarsdamArne Johannes Aasen
<p>[Open Access CC BY-NC-ND]<br />This article addresses the basis for the development of the screening tool Norwegian Early Writers Signal (NEWS). The aim of the study was to develop a tool for teachers in grades 1–3 to identify student texts in ‘the Warning Zone’, i.e., texts that signal insufficient overall text quality associated with students in need of extra instructional support. Text norms were elicited from a panel of 14 experts in a standardsetting seminar. The standard-setting procedure was a benchmarking-like approach in which panelists chose texts that according to their judgement were in the Warning Zone. Additionally, in an online questionnaire, data on experts’ expectation growth pattern for eight text quality aspects in grades 1–3 were collected. Furthermore, student texts in the Warning Zone were marked and then included in the screening tool to concretize the norms, showing that texts in this zone can take several shapes. The article discusses what steps can be taken to further validate and implement the NEWS tool.</p>
2022-07-02T00:00:00+00:00Copyright (c) 2022 Equinox Publishing Ltd.