Zamel, V. (1987). Recent research on writing pedagogy. 697-715.

Due to their different beginnings, research traditionally approached writing and reading as distinct areas of exploration. The 1980's marked a change in focus. Research began to examine the relationships between writing and reading as cognitive and social processes. Throughout the last decade, research has maintained its interest in writing and reading as separate but interdependent and interrelated acts, while interest in literacy, has grown steadily.

NCSALL: Using Research on Writing

Vol. 7, No. 3 | February 2016Trends in Research on Writing as a Learning Activity

His research focuses on writing and writing instruction.

In this 17-minute podcast, Professor Deborah Brandt--a renowned literacy scholar in the composition and rhetoric program in the English Department at the University of Wisconsin-Madison--discusses her fascinating recent research on ghostwriting and what ghostwriting signals about shifting values in literacy.

50 Years of Research on Writing: What Have We Learned?

This four-part podcast is the first of our series spotlighting current research on writing. In each of these four podcasts, University of Wisconsin-Madison Professor Deborah Brandt covers a different aspect of her fascinating research on writing and writers.

S, M, and F, S W. 2001.
This document looks at research evidence on writing, including domestic and international sources in pupils’ achievement, effective teaching and gender Marilyn K. Gillespie
Marilyn Gillespie highlights some research on writing instruction and discusses what it offers to adult basic education. by Marilyn K. Gillespie
Marilyn Gillespie highlights some research on writing instruction and discusses what it offers to adult basic education. Toward a parallel and cascading model of the writing system: A review of research on writing processes coordination
Thierry Olive
Journal of Writing Research, 6(2), 173-194
This document looks at research evidence on writing, effective teaching and the gender gap.

Longitudinal Research on Writing Development

I was introduced to research on writing in the mid-1980s while starting up Read Write Now, a small library literacy program in Springfield, MA. Janet Kelly, who co-directed the program, had just finished a graduate course on the teaching of writing in elementary schools. She described the latest writing process research and speculated that it might be uniquely suited to our desire for a learner-centered classroom. We were looking for ways to move beyond simply teaching skills. We wanted literacy acquisition to be part of a process whereby adults developed personal goals for change, found their own voices, and acquired the ability to speak out and give an opinion on things that mattered in their lives. Janet introduced me to the work of researchers Donald Graves (1975), Lucy Calkins (1975), and others who had begun to make authors of even very young children through the implementation of writing workshops. Could our adult beginning readers, many of whom were just beginning to read words and make sentences, do the same? We decided to give it a try.

Current Research on Writing Transfer


Recent reviews of research have gathered what we know about effective practices to teach writing. Writing Next (Graham & Perin, 2007b), and a companion analysis, “What We Know and What We Still Need to Know” (Graham & Perin, 2007a), examine the research on writing instruction in grades 4–12, with attention given to those whose writing skills need improvement. Writing to Read (Graham & Hebert, 2010) analyzes the research on how writing instruction and practice can improve reading skills. Although these studies focus on students younger than most of the adult education population, they provide direction for instruction with adults. This fact sheet provides a thumbnail sketch of these three major studies and the implications for adult educators and learners.

the federally-funded National Center for Research on Writing at University of California,

Recent Research on Writing Pedagogy - Wiley Online Library

Summary: The Handbook of Research on Writing advances the field by aggregating broad-ranging, interdisciplinary, multidimensional strands of writing research into a common intellectual space.