scholarly journals Writing resources

2021 ◽  
Vol 15 (1X) ◽  
Author(s):  
Editor CUAJ
Keyword(s):  
Writing Resources

Developing grass roots writing resources: a novel approach to writing within the social work discipline

2013 ◽  
Vol 18 (8) ◽  
pp. 920-932 ◽  
Author(s):  
Christopher D. Kilgore ◽  
Courtney Cronley ◽  
Beth Amey
Keyword(s):  
Social Work ◽  
Grass Roots ◽  
Novel Approach ◽  
The Social ◽  
Writing Resources

scholarly journals Writing Resources—An Annotated List of Helpful Books

2019 ◽  
Vol 29 (2) ◽  
pp. 1-12
Author(s):  
Leslie H. Nicoll ◽  
Cynthia Saver ◽  
Frances E. Likis
Keyword(s):  
Annotated List ◽  
Writing Resources

scholarly journals Innovating Selection and Use of Online Writing Resources for EFL Students: A Systemic Functional Linguistic Perspective

2018 ◽  
Vol 13 (09) ◽  
pp. 136
Author(s):  
Xiaodong Zhang
Keyword(s):  
Academic Writing ◽  
Meaning Making ◽  
Systemic Functional Linguistic ◽  
Writing Course ◽  
Urban University ◽  
Efl Students ◽  
On Line ◽  
On Line Learning ◽  
Writing Resources

This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.

Personal and Professional Support

2021 ◽  
pp. 45-59
Author(s):  
Kemi Elufiede ◽  
Carissa Barker-Stucky
Keyword(s):  
Professional Development ◽  
Social Development ◽  
Action Planning ◽  
Professional Support ◽  
Development Support ◽  
Community Writing ◽  
Writing Resources

This chapter provides strategies for successfully completing writing projects with the support of the community through personal and professional development support. This type of support is established through education, social development, and action planning. Individuals and groups often feel that writing is a solo activity and fail to seek additional resources, but writing is part of the larger community. Writing is the craft of art that is distributed to the community in various forms. Literature related to writing resources, personal, and professional development is reviewed. The authors explain the psychology of inspiration through its etymology, from the word for breathing in. They then recommend a framework for creating writing inspiration, which includes becoming the expert, engaging the interest, developing the objectives, and promoting the concept.

Policy Into Practice: Understanding State Writing Resources

2020 ◽  
Vol 52 (2) ◽  
pp. 136-157
Author(s):  
Susanna L. Benko ◽  
Emily M. Hodge ◽  
Serena J. Salloum
Keyword(s):  
Writing Instruction ◽  
Social Practice ◽  
Teaching Writing ◽  
Departments Of Education ◽  
Curricular Resources ◽  
State Departments Of Education ◽  
Writing Resources

Although research suggests that teachers turn to their state departments of education for curricular resources, little is known about the resources teachers find on state websites and the recommendations these resources make, especially for teaching writing. We analyze state-provided resources focused on writing ( n = 123) for their type, standard(s), and sponsor(s). We also analyze a subset of 40 resources to describe the epistemologies about writing instruction reflected in these resources. We find that just over half of states provide writing resources, that literacy and policy organizations are named about the same number of times as resource sponsors, and that resources tend to foreground structural and ideational epistemologies over social practice. This work helps identify the extent to which states focus on writing instruction, the types of resources states are providing, and the visions of writing instruction communicated through state-provided curricular resources.

Sign in / Sign up

Export Citation Format

Share Document