Creative writing

Abstract: MacArthur, Graham, Fitzgerald, Introduction. Part I: Theories and Models of Writing. Nystrand, The Social and Historical Context for Writing Research. Hayes, New Directions in Writing Theory. Rijlaarsdam, van den Bergh, Writing Process Theory: A Functional Dynamic Approach. Prior, A Sociocultural Theory of Writing. Torrance, Galbraith, The Processing Demands of Writing. Part II: Writing Development. Tolchinsky, The Emergence of Writing. Berninger, Winn, Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution. McCutchen, Cognitive Factors in the Development of Children's Writing. Donovan, Smolkin, Children's Understanding of Genre and Writing Development. Hidi, Boscolo, Motivation and Writing. Pajares, Valiante, Self-Efficacy Beliefs and Motivation in Writing Development. Shanahan, Relations among Oral Language, Reading, and Writing Development. Part III: Instructional Models and Approaches. Graham, Strategy Instruction and the Teaching of Writing: A Meta-Analysis. Englert, Mariage, Dunsmore, Tenets of Sociocultural Theory in Writing Instruction Research. Beach, Friedrich, Response to Writing. Newell, Writing to Learn: How Alternative Theories of School Writing Account for Student Performance. MacArthur, The Effects of New Technologies on Writing and Writing Processes. Smith, Cheville, Hillocks Jr., "I Guess I'd Better Watch My English": Grammars and the Teaching of the English Language Arts. Pritchard, Honeycutt, The Process Approach to Writing Instruction: Examining Its Effectiveness. Part IV: Writing and Special Populations. Ball, Teaching Writing in Culturally Diverse Classrooms. Peterson, Influence of Gender on Writing Development. Troia, Writing Instruction for Students with Learning Disabilities. Fitzgerald, Multilingual Writing in Preschool through Twelfth Grade: The Last 15 Years. Part V: Methodology and Analytic Tools. Schultz, Qualitative Research on Writing. Abbott, Amtmann, Munson, Statistical Analysis for Field Experiments and Longitudinal Data In Writing Research. Sanders, Schilperoord, Text Structure as a Window on the Cognition of Writing: How Text Analysis Provides Insights in Writing Products and Writing Processes. Shermis, Burstein, Leacock, Applications of Computers in Assessment and Analysis of Writing. Huot, Neal, Writing Assessment: A Technohistory. Pugh, Frost, Sandak, Gillis, Moore, Jenner, Mencl, What does Reading have to Tell us about Writing?: Preliminary Questions and Methodological Challenges in Examining the Neurobiological Foundations of Writing and Writing Disabilities.

Abstract: Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike

Abstract: The recent collection of articles, The Art of Translation [Masterstvo perevoda], follows publication of two other books on the subject, The Problems of Translation of Creative Writing [Voprosy khudozhestvennogo perevoda] and another work also bearing the title The Art of Translation.

Abstract: The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the quality of writing considered self-satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption of goals for mastering writing skills. Neither level of writing instruction nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on personal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and thr...