and Paul Raffeld.”The Effects of Written Comments on the Quality of Student Compositions and the Learning of Content.” Reading Psychology 8 (1987): 273–293. “Using Written Teacher Feedback in EFL Composition Classes.” English Language Teaching Journal 54.1 (2000): 47-53. “Error-Analysis and the Teaching of Composition.” College Composition and Communication. “Grammar, Grammars, and the Teaching of Grammar.” College English 47.2 (1985): 105–127. Dynamics of the Writing Conference: Social and Cognitive Interaction. “High Stakes and Low Stakes in Assigning and Responding to Writing.” New Directions for Teaching and Learning. “Feedback on Compositions: Teacher and Student Verbal Reports.” Second Language Writing: Research Insights for the Classroom. Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom. “The Instructor-Led Peer Conference: Teachers as Participants in Peer Response.” Eds. “The Advantages of Using Electronic Processes for Commenting on and Exchanging the Written Work of Students with Learning Disabilities and/or AD/HD.” Composition Studies. San Francisco: Jossey-Bass, 2011.Ĭarmichael, Stephen, and Peg Alden. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.
Effective Responses to Student Writing:īean, John C. Is there a topic you’d like to learn more about? If so, please contact us. On this page, you’ll find a select catalogue of those bibliographies. In assisting faculty and instructors across the UCI campus, the CWC puts together research bibliographies on a variety of topics related to writing pedagogy. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. Writing with Style: Conversations on the Art of Writing.
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