Writing Well/Writing to Be Well: Rethinking the Purposes of Postsecondary Writing Instruction

In this article, we identify student well-being as a primary goal of postsecondary writing instruction. Reconceiving the purpose of writing instruction in this way rests on valuing the experience of writing and its impact on the writer's sense of self. We draw on posthumanist theory and empirical research to illuminate this impact as the foundation of a pedagogy that promotes students' well-being and also supports their development as writers and as human beings.

From the Guest Editors: Advocating for Writing and Well-Being

The urgent need for a clear focus on mental health and well-being on university and college campuses became clear, and approaches to address physical, mental, and emotional well-being on campus have become prominent topics in higher education publications such the Chronicle of Higher Education and Inside Higher Ed. For many participants, and certainly for those of us organizing, the conference community became a way to discover innovative ways to approach this new teaching and learning environment and to retain hope in our students, in ourselves, and in the potential power of writing to heal, build, and change. Calls to operationalize socioemotional learning's (SEL) strengths-based approaches have prompted some scholars to propose over the past two decades that there is a "socio-emotional health crisis" in the United States with estimates ranging from 25-50% of high school students engaging in high-risk behaviors. Charles McMartin, Eric A. House, and Thomas Miller describe how culturally-engaged approaches such as hip hop pedagogy can support students' personal well-being and collective wellness as they develop social resilience.

Course Design: WELL 2100: Writing for Wellness

[...]the course supports writing growth through rhetorical practices, a process approach, and authentic audiences, while also asking students to explore and experiment with writing practices to improve their individual wellness. Under the leadership of Chancellor Rebecca Chopp (2014-2019), DU launched a new strategic plan in 2016-IMPACT 2025-which included enhanced attention to global and collaborative learning, community-engaged and cross-disciplinary work, and several capital projects to foster economic growth and neighborhood engagement. Following a two-year process of planning and development by faculty, staff, and administrators from across campus, the University launched this "4D Experience" to support students in four dimensions: advancing intellectual growth, exploring character, pursuing careers and lives of purpose, and cultivating well-being (Hernandez). In this way, the course fits within both the UWP model of writing and the University's minor in wellness that "weaves together many different disciplines, curricula, and facets of experience to promote conscious growth and dynamic balance in life" ("Wellness Minor" 185). [...]after its initial offering through the UWP (as WRIT 2701), the writing course is now officially homed in the wellness minor (as WELL 2100) and cross-listed in the applied writing category of the writing minor.

Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing

Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing. [ FROM AUTHOR] Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell 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 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 . (Copyright applies to all s.)

2022 CCCC Chair's Letter

Hassel officially started his service as an elected CCCC officer on Dec 23, 2019, but for four years prior to that, he was an ex officio member of the CCCC Executive Committee (EC) by virtue of his role as editor of Teaching English in the Two-Year College. The editors of four of the college-level NCTE publications (TETYC, College Composition and Communication, Forum: Issues about Part-Time and Contingent Faculty, and the Studies in Writing and Rhetoric book series) are invited to attend meetings and participate in deliberations about issues affecting governance of the organization but do not have voting rights. During the nearly five years of service prior to his official elected role, he had many opportunities to observe how CCCC governance works (or doesn't): how committees and task forces are formed, appointed, and charged;how committees are constituted;how decisions are made;how nomination and election processes are conducted for the EC and other elected groups, such as the Nominating Committee. He even served on a subcommittee of the EC: the Subcommittee on Committees that produced the User's Guide to CCCC.

Lessons of experience: Labor habits of a long-time, contingent online technical communication instructor

The COVID-19 pandemic made nearly every teacher and student online teachers and students in some capacity. This article presents a case study of an experienced, contingent technical and professional communication (TPC) instructor showing how she sets up, presents, and, most importantly, labors in her course for the benefit of her students and herself. This article ends with recommendations for other online TPC teachers and program administrators to support online TPC courses. [ FROM AUTHOR] Copyright of Technical Communication Quarterly is the property of Taylor & Francis 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 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 . (Copyright applies to all s.)

Teaching team writing online during and after COVID-19

Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing projects, which often require a heavy investment of time and energy to manage. As educators and scholars, we must learn from the experiences we had during the pandemic time. For example, amidst the trials and turbulence of the period, we had an opportunity to learn from some of the practices we undertook and identify ways to support post-pandemic team-writing online. This article focuses on the integration of online collaborative writing projects, among which are team-written assignments. Using an archival case study approach combined with reflective writing, several current intersections are explored: the landscape of Online Writing Instruction (OWI): the application of four specific themes to collaborative writing projects;how digital meeting platforms have transformed collaborative writing projects;assessing collaborative writing projects completed during mandated isolation;and how best to support student learning in all of the preceding intersections. Results suggest that agile practices, transparency, adaptability, and virtual makerspaces support online team-writing assignments. Practitioner Notes 1. Team writing fosters critical thinking skills, collaboration with others, and the application of creative solutions in navigating group dynamics;this type of writing should be a consistent part of online writing instruction. 2. Many employers want to hire and retain people who understand the necessary qualities that ensure successful team-written documents of any mode or media. 3. Fewer than half of online writing instructors responding to a 2021 survey made use of collaborative writing in their courses. This represents an opportunity to enrich and expand online writing instruction. 4. Team writing online should consist of team work and individual work;students report greater engagement when there is a balance of both types of work. 5. Just as physical makerspaces encourage collaboration and experimentation, virtual makerspaces can also offer students safe places that support the development of their collaborative, creative, and critical thinking skills. © 2023, University of Wollongong. All rights reserved.

Embedding choice making into the self-regulated strategy development instructional approach for students in a residential treatment facility

Students with emotional behavioral disorders often exhibit comorbid academic and behavior deficits and benefit from strategies that address those needs. Writing can be significantly difficult for students with EBD due to the complex requirements when completing written activities. Chapter 1 consists of two research to practice papers discussing how to address deficits in persuasive writing skills and behavior needs through explicit instruction in persuasive writing strategies (e.g., self-regulated strategy development) and embedded function-based choice making. Chapter 2 consists of a multiple probe across students with embedded reversal single case design on POW+TREE, a persuasive writing strategy used within the self-regulated strategy development (SRSD) instructional approach. Three students in grades 3rd, 5th and 6th with emotional behavioral disorders were recruited to receive SRSD POW+TREE with embedded function-based choice making in a residential education setting. The number of pers essay elements and a variety of writing quality indicators along with student motivation and active academic engagement were examined. Participants who completed the study demonstrated varied engagement and an increase in included essay elements along with overall essay quality and increased motivation to write persuasively. Implications for teachers, limitations, and future directions are presented. Data collection and results of this study were impacted by the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Critical literacy in writing education: exploring controverses and expressing opinions through disciplinary literacy

This study examines how a writing project in a 9th grade science class contributes to critical thinking and written argumentation. This is in line with the Norwegian Curriculum which emphasizes that critical thinking should be embedded in all subjects. The link between critical literacy and argumentative writing is based on the assumption that the skills needed to write argumentative texts are much the same as those involved in critical thinking. The writing project took place over a period of four weeks while the students had digital homeschooling due to the corona pandemic. The study is designed as a dialogical intervention (Matre, Solheim & Otnes, 2021);which in this case means a writing project developed in ongoing dialogue between a teacher and a researcher. The teacher was responsible for the implementation and development in the classroom practices, while the researcher was available for supervision and guidance. Using text analysis anchored in theory and the specific context, I sought answers to the following question: How is the critical stance realized in the students' answers to an argumentative writing assignment in science. During the writing process, sources are explored, and texts are written and revised with the support of the teacher and writing resources that are actively incorporated into the teaching. The analysis show that the students master written argumentation and critical thinking on the subject's premises. Exploratory and critical approaches emerge through the analysis of sources, the elaboration and nuancing of arguments, rich discussions, independent assessments, and qualified conclusions anchored in the professional and socially relevant context of the writing assignment. The article contributes to knowledge on how the intentions behind critical thinking in school can be realized through a subject specific and integrated writing education where students use writing to explore controverses and express opinions. © 2022 The authors.

Adapting a framework for designing and teaching an online academic writing course for L2 writers

The internationalization of US writing programs and the steady increase of online learning in higher education present challenges for writing programs and instructors in developing and teaching online academic writing courses, particularly courses for international multilingual/second language (L2) writers. Anecdotal accounts of the experiences of the emergency transition to online learning in spring 2020 due to the COVID19 pandemic highlighted many of these challenges, including skepticism of the effectiveness of online teaching and the general unpreparedness to carry it out. The aim of this chapter is to introduce an adapted framework for designing and teaching online L2 writing courses based on Casanave's (Controversies in second language writing: Dilemmas and decisions in research and instruction (2nd ed.) [Ebook]. The University of Michigan Press, 2017) and informed by an exploratory study of instructor and student perceptions of their online writing courses. © The Author(s) 2021. All rights reserved. All rights reserved.

Teaching Writing in Emergency Distance Education: The Case of Primary School Teachers

This is a case study examining the writing teaching processes of primary school teachers during the COVID-19 pandemic. Fifty-four primary school teachers who conduct their writing teaching practices by distance education took part in the study. The data were gathered through a semi-structured interview form developed by the researcher under the guidance of an expert. The interviews were conducted via video chat programs. After having the participant's consent, the interviews were recorded. In the analysis of the transcribed texts, descriptive and content analysis methods were used. The results were divided into five groups after the data analysis, and these are: first writing experiences, situations originating from the teacher, situations originating from the student, situations originating from the student's parents, and recommendations. The results revealed that sufficient significance was not given to the writing tasks during the pandemic, and these efforts were postponed to the next semester when it was expected that face-to-face education would begin. In the process, the study revealed that student motivation was poor, there were issues in the management of the classroom environment, and writings of students could not be provided with the necessary feedback and corrections. Besides, what stands out that for teaching writing, parent support is required, and parents do not pay desired attention to the writing. However, primary school teachers have provided some suggestions for more effective writing teaching.

Teacher Perceptions of Supporting Students Placed at Risk Socially and Emotionally through a Virtual Writing Camp

Students' social and emotional well-being can impact academic performance, the college planning process, transition to college life, and college retention. Many students have had their mental health and well-being negatively affected by the ongoing COVID-19 pandemic, especially within the educational setting. When instruction was shifted from in-person to virtual settings during the pandemic's onset in March 2020, students across the world found themselves disconnected from school, teachers, and friends. Leaders of schools and extracurricular programs sought online alternatives for connecting with others while physically separated. More than a year after the onset of the emergence COVID-19, educational leaders are still working to provide quality academic experiences while implementing safe approaches to instruction. The Improving the Blank Page (IBP) writing program was one such organization that shifted to a remote setting with facilitators hosting the first-ever virtual writing camp in Summer 2020. The researchers examined perspectives of teachers involved in the virtual writing camp about their beliefs regarding social and emotional impacts for participating students, all of whom attended high-needs high schools (Title 1 schools with all students receiving free or reduced lunch). Findings, including establishing a virtual writing community and opportunities for self-reflection and confidence building, are detailed within this article, along with recommendations for supporting social and emotional needs of students placed at risk. Professionals, it is critical that these professionals understand and incorporate the unique perspective of youth in foster care.

"CALLing the Process of Writing": Facebook as Language Support Learning Tool in Enhancing the EFL Learners' Online Writing Performance

This study generally aims to assess the effectiveness of Facebook as a learning support tool in enhancing the writing performance of EFL students. It aims explicitly to ascertain students' perception of Facebook's usefulness, reliability, features, and language improvement as LLST. This study may be used as a reference for future research on effective ways of teaching English as a second language. Using a descriptive correlational research design, to 596 purposively sampled respondents. Results revealed that the majority of the participants are using Facebook six to ten hours a day. They highly perceived the utilization of Facebook effectiveness as a support tool in their writing performance. Gender and age of the students are the dominant factors of differences. The result of this present study would offer significant implications on addressing the students' language learning needs when their profile variables are taken. Finally, it is showed that there is a clear relationship between the CALL attitude of the students and their utilization of Facebook. This indicates a positive relationship between the major variables of the study. Then when students have a high positive attitude on using CALL, the higher their level of acceptance of using Facebook as a language learning support tool. This result shed light on the gap in addressing students' online language learning engagement in COVID-19 era. This result would serve as a plan for developing students' language competence amid the COVID-19 pandemic.

Preliminary Indicators of EFL Essay Writing for Teachers' Feedback Using Automatic Text Analysis

During the pandemic of Coronavirus disease 2019 (COVID-19), English as a foreign language (EFL) students have to study and submit their assignments and quizzes through online systems using electronic files instead of hardcopies. This has created an opportunity for teachers to use computer tools to conduct preliminary assessment of the students' writing performance and then give advice to them timely. Hence, this paper proposed some indicators which were essay readability scored by Flesch Reading Ease (FRE), length of essays, errors in writing and a method to assist the teachers in providing writing feedback to the students. The results showed a large difference in FRE, the number of words, sentences, paragraphs and errors. The K-means clustering findings were applied to classify groups of students based on writing proficiency indicators. The findings also revealed that the number of words and sentences in the essays indicated some deficiencies. The concept of paragraph should be reinforced while some specific errors such as misspelling, grammatical and typographical errors found need to be eliminated. This study showcased that the computer tools should be integrated to process the students' essays so that the teachers can pinpoint the problems and make suggestions to their students in appropriate time. Lastly, the results can be served as the guidelines for the teachers to develop and adjust teaching materials pertinent to writing to enhance the writing performance of EFL learners.

A Study of the Jordanian Postgraduate Students' Perceptions on Research Writing through Online Learning

Almost every aspect of life has been disrupted due to the erupting of COVID-19 pandemic, education is arguably one of the most effected fields. The shift towards online education had become the focus of many studies to examine the students' perceived learning outcomes as well as their satisfaction in virtual learning settings. This study investigates the effect of the abrupt switch to online teaching on the written production of the curriculum and instruction postgraduate students' research writing for the academic year 2020 due to the COVID-19 pandemic. The sample comprises 53 PhD and Post-Graduate students in the department of curriculum and instructions in the faculty of educational Sciences at Mut'ah University in Jordan. The data were collected using a close-ended questionnaire which elicits responses on a five-point Likert Scale. A thorough examination of the instrument's reliability and validity was conducted. Results showed that students and universities administrations have been quickly adapted themselves to the new changes, with perceptible positive attitudes among the PhD and Post-Graduate students regarding the virtual activities applied in teaching and learning writing. This study provides a source for university instructors, syllabus designer and policy makers on the importance of integrating online learning in as part on the universities conventional.

The Effects of the Technology-Integrated Writing Lessons: CIPP Model of Evaluation

This paper is about the evaluation of a technology integrated writing course at the English Language Teaching Faculty of a private non-profit foundation university in Turkey. The course has been evaluated by using CIPP Model (Stufflebeam, Daniel L., 2003). The evaluator of the programme has conducted a programme by using the 5E Model (BSCS, 1987) as an instructional design, evaluated the course and given suggestions for the future plans and studies. The study displayed a positive effect on students' writing skills especially on female students' work. In the reflection they made on their own learning process, they mentioned that the 'Write & Improve' tool was beneficial and the comprehensive knowledge of using some other web tools helped them to adapt themselves into new situations in the transition to online education during Corona virus (COVID-19) Pandemic. However, some students stated that they missed face-to-face lessons and got bored of online lessons.

Systematic Synthetic Phonics: Case Studies from Sounds-Write Practitioners

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia). Through them, the authors share their experiences and evidence-based evaluations of the programme, as well as recommendations on how to make the most of what Sounds-Write has to offer. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

Hybrid in a HyFlex Room: Leveraging Technology to Increase Developmental English Success

Successful teaching practices from ESOL (English to Speakers of Other Languages) with a hybrid, synchronous, in-person format using HyFlex technology should be applied to Developmental English courses, especially in rural areas or wherever the student population frequently encounters transportation issues to overcome barriers to completion and success. This paper reviews lessons learned teaching online during the pandemic and calls upon researchers to further investigate the anecdotal and accidental success of the author.

"Making It Happen”: Building Relational Teaching into the Online World of COVID-19

The onset of the COVID-19 pandemic required shifting information literacy instruction from face-to-face to online formats at the University Libraries of the University of South Dakota. This case study narrates how the instructional team there introduced innovations into a Freshman Writing course that enabled instrumental (that is, goal-oriented) and relational teaching in the online-only environment. The team applied social network theory and a disaster response model to plan and analyze their innovations. The affordances of the Zoom video conferencing platform and the embedded librarian model enabled them to expand their information literacy instruction to include online students for the first time. The instructional team plans to extend these innovations to other information literacy mandated courses.

"I wrote to become part of that discourse community”: Developing writerly identity and agency in an online writing course

The acute phases of the Covid-19 pandemic precipitated, for many, an abrupt shift to digitally-mediated, fully-remote work and education;for others, remote work and education were already realities. As the pandemic dragged into its third year, there emerged increasing political and public appetite for a "return to normal” – which, for the many Australian institutions who offered few or no fully-digital classes before 2020, is figured as a return to pre-2020 on-campus operations. This goal is justified by a deficit framing of online education relative to in-person learning, eliding the strengths and affordances of learning in digital spaces. If we are to prepare students to write effectively, we need to take seriously the notion that writing is always in digital environments and harness the strengths of online writing instruction such as scalability and improved accessibility. In this article, we draw on a case study of a hybrid researched writing class to demonstrate how an online-first Writing About Writing pedagogy helped students build the confidence, flexibility and self-efficacy needed to establish distinctive writerly identities. This prepares students to write more effectively in novel and rapidly-changing contexts, and offers one approach for building a sustainable, effective, realistic culture of writing. Biographical notes: Beck Wise researches professional writing, technical communication and medical rhetoric at the University of Queensland, where they are Lecturer in Professional Writing. Beck holds a PhD in Rhetoric & Writing from the University of Texas at Austin, and their work can be found in Rhetoric of Health & Medicine, TEXT, and Research in Online Literacy Education. Simone Lyons is an interdisciplinary scholar with research interests in the fields of writing studies and animal studies. Simone holds a PhD in Writing from the University of New England, and she teaches writing studies at the University of New England and the University of Queensland. Siall Waterbright is a writer and academic in cultural studies, creative and professional writing, and editing. Siall has a PhD from Queensland University of Technology and Honours degrees from QUT and New College of Florida, and currently researches charity communication and coloniser histories of child removal, with creative practice in graphic narrative, at the Australian National University. © 2022, Australasian Association of Writing Programs. All rights reserved.