Skip to content
Volume 109, Issue 2
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895


The authors explain how performing the roles of reader, assessor, and instructor can empower students of diverse skill levels to develop their writing.


Article metrics loading...

Loading full text...

Full text loading...


  1. Atwell Nancie. In the Middle: New Understandings about Writing Reading, and Learning, 3rd ed., Heinemann 2014.
    [Google Scholar]
  2. Beck Sarah W. A Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent Writers. Teachers College P 2018.
    [Google Scholar]
  3. Calkins Lucy McCormick. Lessons from a Child: On the Teaching and Learning of Writing. Heinemann 1983.
    [Google Scholar]
  4. Graham Steve et al.Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York. Alliance for Excellent Education 2011.
    [Google Scholar]
  5. Poehner Matthew E. Dynamic Assessment of Oral Proficiency among Advanced L2 Learners of French. Pennsylvania State University, PhD Dissertation
    [Google Scholar]
  6. Sawyer R. Keith. Structure and Improvisation in Creative Teaching. Cambridge UP 2011.
    [Google Scholar]

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error