Relevant bibliographies by topics / Teaching writing / Journal articles
To see the other types of publications on this topic, follow the link: Teaching writing.

Journal articles on the topic 'Teaching writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Teaching writing.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Turvey, Anne. "Writing and Teaching Writing." Changing English 14, no. 2 (July 17, 2007): 145–59. http://dx.doi.org/10.1080/13586840701442950.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Raimes, Ann. "Teaching Writing." Annual Review of Applied Linguistics 18 (March 1998): 142–67. http://dx.doi.org/10.1017/s0267190500003524.

Full text
Abstract:
With just the two words of the title “Teaching writing,” we are thrown into ambiguity characteristic of the enterprise the title names. Is that second word a participle, referring to the activity of generating, composing, and revising ideas on paper, or is it a more static gerund noun form—writing as an artifact, as text presented on a page, performing social functions? The position we take with regard to the multiple realities encompassed in this dichotomy and in others in our field gives shape to our teaching. And that shape is changing.
APA, Harvard, Vancouver, ISO, and other styles
3

Lee,Jong-Chul. "Teaching Writing and Teaching Vocabulary." korean language education research ll, no. 40 (April 2011): 159–84. http://dx.doi.org/10.20880/kler.2011..40.159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Garver, E. "Teaching Writing and Teaching Virtue." Journal of Business Communication 22, no. 1 (January 1, 1985): 51–73. http://dx.doi.org/10.1177/002194368502200103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Perkins, Ray, and Dan Kervick. "Teaching Writing and Teaching Philosophy." WAC Journal 9, no. 1 (1998): 46–51. http://dx.doi.org/10.37514/wac-j.1998.9.1.07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bencich, Carole Beeghly, Tom Romano, and Anne Lamott. "Writing and Teaching." English Journal 85, no. 3 (March 1996): 91. http://dx.doi.org/10.2307/820115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lipperini. "Teaching Women’s Writing." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 2 (2018): 148. http://dx.doi.org/10.5325/trajincschped.28.2.0148.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Belanoff, Pat. "Optimism, Writing, Teaching." College Composition and Communication 48, no. 3 (October 1997): 410. http://dx.doi.org/10.2307/358406.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Shih, May, and Joy M. Reid. "Teaching ESL Writing." TESOL Quarterly 28, no. 4 (1994): 815. http://dx.doi.org/10.2307/3587568.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gere, Anne Ruggles, and Richard Graves. "Teaching Writing Teachers." College English 47, no. 1 (January 1985): 58. http://dx.doi.org/10.2307/377356.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Hollingsworth, Joseph E. "Teaching query writing." ACM SIGCSE Bulletin 40, no. 3 (August 25, 2008): 351. http://dx.doi.org/10.1145/1597849.1384393.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Williams, Paul. "‘Teaching bad writing’." New Writing 13, no. 3 (July 4, 2016): 368–77. http://dx.doi.org/10.1080/14790726.2016.1184682.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Law-Viljoen, Bronwyn. "Teaching creative writing." Scrutiny2 17, no. 2 (September 2012): 132–37. http://dx.doi.org/10.1080/18125441.2012.747769.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Levy, Nancy R. "Teaching Analytical Writing." Intervention in School and Clinic 32, no. 2 (November 1996): 95–103. http://dx.doi.org/10.1177/105345129603200205.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Barrs, Myra. "Teaching bad writing." English in Education 53, no. 1 (January 2, 2019): 18–31. http://dx.doi.org/10.1080/04250494.2018.1557858.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Vakil, Ardashir. "Teaching Creative Writing." Changing English 15, no. 2 (May 17, 2008): 157–65. http://dx.doi.org/10.1080/13586840802052328.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Mabrito, Mark. "Teaching Professional Writing." Business Communication Quarterly 62, no. 3 (September 1999): 101–5. http://dx.doi.org/10.1177/108056999906200312.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Li, Xuefeng. "Influence of Computer-aided Instruction Model on Business English Writing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 13, no. 03 (March 5, 2018): 197. http://dx.doi.org/10.3991/ijet.v13i03.8396.

Full text
Abstract:
To guide the college students through the Computer-aided Technology (CAT) to make writings of business English (BE) in the new teaching model, resources and methods, this paper carries out the application of CAT in BE writing teach-ing. It analyses the disciplinary characteristics of BE writing, conducts the BE in-struction scheme design in the models of interactive teaching, writing teaching and inquiry teaching respectively on the basis of the learning theories such as humanism etc., and then develop the teaching contract experiment accordingly. Two parallel classes were randomly selected as objects of study, where the exper-imental class applied the Computer-aided Instruction (CAI) method, while the contrast class followed the traditional teaching methods; then the quantitative and qualitative analysis for one-semester teaching application was made by the after-experiment scores of BE writings in these two classes. The study in this paper verifies the positive role of CAT in BE writing, and also offer the effective guid-ance for improving the BE writing teaching level by CAT.
APA, Harvard, Vancouver, ISO, and other styles
19

Jones, Stephanie. "Laying Tracks: Teaching Creative Writing, Writing Creatively." Wasafiri 31, no. 3 (July 2, 2016): 66–71. http://dx.doi.org/10.1080/02690055.2016.1184914.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Bayraktar, Aysegul. "Teaching Writing Through Teacher-Student Writing Conferences." Procedia - Social and Behavioral Sciences 51 (2012): 709–13. http://dx.doi.org/10.1016/j.sbspro.2012.08.229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Harris, Karen R., Steve Graham, A. Angelique Aitken, Ashley Barkel, Julia Houston, and Amber Ray. "Teaching Spelling, Writing, and Reading for Writing." TEACHING Exceptional Children 49, no. 4 (March 2017): 262–72. http://dx.doi.org/10.1177/0040059917697250.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Nurdianingsih, Fitri, and Yuniarta Ita Purnama. "THEMATIC PROGRESSION PATTERN : A TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL VIEWED FROM WRITING APPREHENSION." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (October 8, 2017): 237. http://dx.doi.org/10.24903/sj.v2i2.128.

Full text
Abstract:
The objective of conducting this research was to find out : (1) whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at English Education Department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writng apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. This reasearch was an experimental research design. The population of this research was the second semester students at English Education Department of IKIP PGRI Bojonegoro. Meanwhile the sample of this research was selected by using cluster random sampling. The instruments of data collection were witing test and writing apprehension questionnaire. The findings of this study are: (1) thematic progression pattern is more effective than direct instruction in teaching writing; (2) the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. It can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of English Education Department in IKIP PGRI Bojonegoro. The effectiveness of the technique is affected by writing apprehension.
APA, Harvard, Vancouver, ISO, and other styles
23

Johannessen, Larry R. "Teaching Writing: Motivating Inquiry." English Journal 78, no. 2 (February 1989): 64. http://dx.doi.org/10.2307/819135.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Weitz, Rose. "Teaching Writing for Publication." Teaching Sociology 19, no. 3 (July 1991): 414. http://dx.doi.org/10.2307/1318209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Karcher, Barbara, and E. M. White. "Teaching and Assessing Writing." Teaching Sociology 14, no. 4 (October 1986): 310. http://dx.doi.org/10.2307/1318400.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Ikawati, Listiana. "Scaffolding in Teaching Writing." AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) 30, no. 1 (June 20, 2020): 48. http://dx.doi.org/10.24235/ath.v30i1.6487.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Falk, Diane S., and Phyllis G. Ross. "Teaching Social Work Writing." Journal of Baccalaureate Social Work 6, no. 2 (March 1, 2001): 125–41. http://dx.doi.org/10.18084/1084-7219.6.2.125.

Full text
Abstract:
This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.
APA, Harvard, Vancouver, ISO, and other styles
28

Inloes, Amina. "Teaching Arabs, writing Self." American Journal of Islam and Society 32, no. 2 (April 1, 2015): 126–29. http://dx.doi.org/10.35632/ajis.v32i2.980.

Full text
Abstract:
Teaching Arabs, Writing Self traces Evelyn Shakir’s evolution from a buddingstudent of canon English literature who was desperately trying to “becomewhite” to her epiphany that stories from her own working-class immigrantneighborhood might be of equal worth. There, she found her unique niche bybecoming an author and scholar of Arab-American literature who helped gainrecognition for this literature as a genre, and who helped readers see ArabAmericans as people rather than stereotypes.Shakir divides her memoirs into three sections. In the first, she reflectson her childhood during an era that frowned upon diversity. Like many immigrantchildren, she turns up her nose at the “wrong” foods: “Bread withpockets. Hummus and tabouli. ‘Don’t put that stuff in my lunch box,’ I said”(p. 8). She even goes so far as to join a Methodist church whose quiet, orderlysimplicity seems more “American” than her family’s ritualistic but expressiveOrthodox church. Acculturated to the “Protestant disdain for Eastern churchesand, by extension, for the East itself,” only later does she develop “[a]n inklingthat there might be treasures I had turned my back on. That I might not alwayshave to be ashamed” (p. 13).In this section, we see the historical value of Shakir’s work not only as apersonal memoir, but also as an account of twentieth-century Americana. Bornin 1938, she offers a rare narrative voice of that era – that of a Lebanese-American and a woman; a handful of personal photos literally offer a rareglimpse into the society of Arab-American women. Many of her childhoodmemories center on Boston’s nearby Revere Beach, which boasted “slot machinesspitting out weight, fortune, photos of Rita Hayworth,” “Dodgems (‘nohead-on collisions’ but we did),” and “clams in a Fryolator … corn poppingfrantic in a display case … frozen custard (banana my favorite) spirallingthick-tongued into waffle cones, then dipped headfirst in jimmies” (p. 32).Her true claim to Americanhood is that her uncle ran the beach’s “glitzy” Cycloneroller coaster, which “gave me bragging rights among my friends andhelped situate me closer to the American norm that was always just beyondmy reach” (p. 29). The Cyclone was so important to the beach’s identity thatits closure in 1969 signaled the demise of the beach itself. “It’s those cars thattell the story,” she recollects. “As soon as masses of people could afford them,Revere lost its reason for being” (p. 43) ...
APA, Harvard, Vancouver, ISO, and other styles
29

Dewi, Ratna Sari. "TEACHING WRITING THROUGHT DICTOGLOSS." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 65–76. http://dx.doi.org/10.15408/ijee.v1i1.1195.

Full text
Abstract:
The objective of this study is to help students in developing their ideas in writing due to their difficulties to arrange ideas. Although they do have ideas, they cannot structure their ideas well in their papers. Several factors could cause this problem such as lack of vocabulary and knowledge or strategies in arranging ideas in papers. Another factor is unclear explanation and insufficient guidance from the teachers. Based on literature review, dictoglos can be a guide for students to develop their ideas in writing. It is a teaching technique which incorporates various activities such listening, taking notes, discussing, and reconstructing which have some standard procedures and variations. English as an international language has been known all over the world. People cannot deny it, because many countries use and learn the language. The fact shows that the language is used as a second or a foreign language in each country in the world. Many people learn it to get involved in the world globalization era, where English in written or oral form of communication is used. Therefore, it is a must for people to learn English. Whether they are students, worker, or other occupations that they belong to, they must study English. It can be learned through learning at school, in a course, or in their own ways. People must learn the language skills in order to master English well. The journey of the learning could be similar to a child learning to walk where he may fall down to the floor and get up to stand again and learn to walk continuously so that he can walk well. It is also the same when we learn a language. We must start from listening, speaking, reading and writing. The four language skills should be learned continuously and patiently. Writing as one of the language skill at any level of education that has to be mastered is rather difficult than other skills. Students feel difficult to arrange their ideas in papers. Actually they have ideas but it is hard for them to deliver it into their paper or they have many ideas but they cannot choose what ideas should be chosen to develop. It happens because they have lack of vocabulary, cannot arrange the ideas correctly, berita terkini internasional do not know how to develop their ideas. This could happen because there is no clear enough information from the teacher. It is also possible that the teacher do not teach well. In addition to teachers, it should be acknowledged that there are many other factors that cause the inability of students to write in English. Because some problems above, the writer wants to give an alternative solution to overcome the problem that is an approach to teach writing. It is hoped that the students have ability to develop their ideas in writing. The approach is called Dictogloss. In this approach students is trained to write their elaboration of one idea or improve simply an idea or a topic chosen by a teacher or they choose it freely from their own.
APA, Harvard, Vancouver, ISO, and other styles
30

Owens. "Talking Drama, Teaching Writing." Harold Pinter Review 2, no. 1 (2018): 10. http://dx.doi.org/10.5325/haropintrevi.2.1.0010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Schultz, Jean-Marie, and Edward M. White. "Teaching and Assessing Writing." Modern Language Journal 80, no. 2 (1996): 240. http://dx.doi.org/10.2307/328649.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

PETKEWICH, RACHEL. "TEACHING WRITING TO UNDERGRADS." Chemical & Engineering News 84, no. 44 (October 30, 2006): 45–46. http://dx.doi.org/10.1021/cen-v084n044.p045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Cobb, Tom. "Teaching and researching writing." System 31, no. 1 (March 2003): 132–36. http://dx.doi.org/10.1016/s0346-251x(02)00079-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Schmeiser, Katherine. "Teaching writing in economics." Journal of Economic Education 48, no. 4 (August 29, 2017): 254–64. http://dx.doi.org/10.1080/00220485.2017.1353459.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Wiener, Judith, and Laurie Costaris. "Teaching Psychological Report Writing." Canadian Journal of School Psychology 27, no. 2 (November 29, 2011): 119–35. http://dx.doi.org/10.1177/0829573511418484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Takala, Marjatta. "Teaching reading through writing." Support for Learning 28, no. 1 (February 2013): 17–23. http://dx.doi.org/10.1111/1467-9604.12011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Hyler, Linda. "Teaching writing through programming." Computers and Composition 2, no. 2 (February 1985): 2–3. http://dx.doi.org/10.1016/s8755-4615(85)80012-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Laubach, Susan B. "Teaching and assessing writing." Evaluation Practice 17, no. 1 (December 1996): 99–100. http://dx.doi.org/10.1016/s0886-1633(96)90048-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Bloch, Joel. "Teaching and Researching Writing." English for Specific Purposes 23, no. 3 (January 2004): 344–47. http://dx.doi.org/10.1016/s0889-4906(03)00034-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

GALE, FREDRIC G. "Teaching Professional Writing Rhetorically." Journal of Business and Technical Communication 7, no. 2 (April 1993): 256–66. http://dx.doi.org/10.1177/1050651993007002005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Beck, Heather. "Teaching Creative Writing Online." New Writing 1, no. 1 (January 2004): 23–36. http://dx.doi.org/10.1080/14790720408668189.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Boyd, Robert. "Teaching Writing with Logic." College Teaching 43, no. 2 (April 1995): 53–56. http://dx.doi.org/10.1080/87567555.1995.9925514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Brossell, Gordon, and Edward M. White. "Teaching and Assessing Writing." College Composition and Communication 37, no. 3 (October 1986): 354. http://dx.doi.org/10.2307/358057.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Keen, John. "Teaching the Writing Process." Changing English 24, no. 4 (October 2, 2017): 372–85. http://dx.doi.org/10.1080/1358684x.2017.1359493.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Alber-Morgan, Sheila R., Terri Hessler, and Moira Konrad. "Teaching Writing for Keeps." Education and Treatment of Children 30, no. 3 (2007): 107–28. http://dx.doi.org/10.1353/etc.2007.0012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Connelly, V., and A. L. Barnett. "Teaching and learning writing." British Journal of Educational Psychology 2, no. 6 (April 1, 2009): 1–4. http://dx.doi.org/10.1348/978185409x421110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Ward, Peter, and Brian Hill. "Case Teaching and Writing." SCHOLE: A Journal of Leisure Studies and Recreation Education 32, no. 1 (January 2017): 91–101. http://dx.doi.org/10.1080/1937156x.2017.11970353.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Grundy, P. "Teaching and Researching Writing." ELT Journal 57, no. 1 (January 1, 2003): 85–88. http://dx.doi.org/10.1093/elt/57.1.85.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Huang, Yu-ching. "“Writing, Thinking, and Teaching”." Schools 18, no. 2 (September 1, 2021): 244–59. http://dx.doi.org/10.1086/716621.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Nazarova, Lola, Rano Achilova, Nasiba Khamrakhanova, Lola Kadirova, and Sultan Gadjiev. "Effective Ways of Teaching Writing in ESP Classes." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 663–69. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201205.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Teaching writing' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography