The Hitchhiker's Guide to Writing Research

lt;p>Dr. Xinghua (Kevin) Liu is the Deputy Head of the English Department at Shanghai Jiao Tong University, China. He received his Ph.D. in Applied Linguistics from the University of Reading, UK and completed his post-doctorate training in writing research at Arizona State University, USA. His research interests include psychology of written production, linguistic profile of English-language learners' written corpus, and validation of effective writing interventions. He is the lead author for a monograph entitled Attitudinal Evaluation in Chinese University Students' English Writing: A Contrastive Perspective published by Springer. His research articles appeared in domestic and international journals, including Educational Psychology Review, Reading and Writing: An Interdisciplinary Journal, Review of Educational Research, Reading Research Quarterly, International Journal of Applied Linguistics, English Text Construction, and Foreign Language World. Currently he works as the Chief Editor for International Journal of TESOL Studies and acts as invited reviewers for dozens of international journals.

Dr. Michael Hebert is an associate professor in the Department of Special Education and Communication Disorders, and also serves as the director of the Kit and Dick Schmoker Reading Center. His research interests include reading and writing development, how writing instruction influences reading development, and the identification of effective "writing to read" practices. He teaches classes in reading and writing disabilities, and instructional methods for students with diverse needs. He received his doctorate in special education from Vanderbilt University after spending eight years as a classroom teacher and reading specialist in public schools in Arizona, Massachusetts and California.

Rui A. Alves is Assistant Professor of Psychology at the University of Porto. His main research interests are the cognitive and affective processes in writing, which he studies using especially real-time methods and logging tools. He is also interested in literacy instruction, literacy development, and learning disorders. He serves in several editorial boards and is associate editor to the journals Reading & Writing: An Interdisciplinary Journal and Culture & Education. He is former coordinator of the Special Interest Group on Writing of the European Association for Research on Learning and Instruction. Currently, he leads the European Literacy Network, ELN.

Preface.- Part I: Theorizing Writing and Writing Research.- Self-Regulated Strategy Development: Evolution of an Evidence-based Instructional Model for Complex Learning and Emergent Areas of Research; Karen Harris.- A Model to Account for How Writers Choose Words to Express Their Emotions in Written Text; John Hayes.- Underlying Motivation of Writer(s) Within Community Model of Writing: More than Just Cherry Pie; Angelique Aitken.- A Meta Look at Writing Meta-Analyses: Where We've Come, Where We Are Now, and Where We Might Go Next; Tanya Santangelo and Michael Hebert.- Part II: Professional Development and Educational Reforms.- Professional Development Study on Self-regulated Strategy Development; Debra McKeown.- Teaching Chinese Characters in Primary Grades in Macao; Tien Ping Hsiang.- Teachers' Subject-Matter Content Knowledge and Pedagogical Content Knowledge; Gary A. Troia.- Postsecondary Developmental Education in Writing: Issues and Research; Charles A. MacArthur.- Part III: Teaching Writing Skills.- On Spelling Impact on Composing? A Longitudinal Study in Written French; Bernard Slusarczyk, Pascal Bressoux and Michel Fayol.- Is First Grade Children's Use of Academic Words in Writing Associated with Learning Science Topics? Jill Fitzgerald, Jackie Eunjung Relyea, Jeff Elmore and James Kim.- It was a dark and stormy sentence: Teaching the Fine Art of Sentence Construction; Bruce Saddler.- Influence of Linguistic Perspective on Expressive Writing; Rui A. Alves, Francisca Costa, Teresa Jacques and Ana Paula Azzam.- Supporting Writing and Writing Engagement through Promoting Regulation, Motivation and Perezhivanie; Clarence Ng and Peter Renshaw.- Part IV: Learner's Knowledge about Writing.- Changes in Writing Knowledge After Participation in an Integrated STEM and Writing-to-Learn Unit; Gillespie Rouse.- Elementary English Learner's Knowledge About Writing;  Kay Wijekumar.- Facticity in Writing: Methods, Data, Evidence in Knowledge Production; Charles Bazerman.- What Makes Good Writing: Chinese EFL Learners' Perceptions and Practices; Xinghua Liu and Clare Furneaux.-  Part V: Teaching Writing for Students at Risk.- Building Skills for Efficient Writing; Linda H. Mason.- Strategy Instruction for Secondary Students with Learning Disabilities and Struggling Writers: A Review of Empirical Research; Amber B. Ray.- Writing-to-Learn Mathematics Using SRSD for 5th and 6th Grade Special Education Students;  Kiuhara, S. A., Levin, J. R., Tolbert, M.,Erickson, M. and Kruse, K..- The Role of Executive Functions in Handwriting Performance of Higher-Education Students; Naomi Weintraub.