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<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Call for Proposals<o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Teaching ESL writing in the elementary classroom: Approaches and techniques</span></b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Editors: Subrata Bhowmik, University of Calgary, Canada and Marcia Kim, University of Alberta, Canada<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="margin-bottom:18.0pt"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Introduction<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-bottom:18.0pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Writing is an important literacy skill for young children's academic success (Fitts et al., 2016; Graham, 2019; Stagg Peterson & McClay, 2014).
For children learning English as a Second Language (ESL), mastering this skill early on is of greatest importance. These students consistently face the challenge of learning English and honing their writing abilities (Ortmeier-Hooper, 2013). Despite empirical
evidence highlighting the benefits of explicit instruction for writing skill development (e.g., Cutler & Graham, 2008; Graham, 2019), writing often remains a sidelined subject in literacy classrooms (de Oliveira & Silva, 2016). Regrettably, many teachers lack
the necessary skills and expertise to teach writing to ESL students (Gilliland, 2015; Kibler et al., 2016). Consequently, ESL students may encounter significant literacy gaps, potentially leading to academic failure, increased high school dropout rates, or
both (Pavlov, 2015). Prioritizing effective writing instruction is thus vital for building a strong foundation in writing literacy for ESL learners.<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">While recent years have seen emerging research on ESL writing within K-12 contexts, it remains an area that has been relatively underexplored (Hirvela & Belcher, 2007; Ortmeier-Hooper & Enright,
2011). This gap underscores a limited literature addressing the nuances of K</span><span style="font-size:12.0pt">—</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif">12 writing instruction, particularly focusing on pedagogical strategies
and techniques for ESL learners in elementary settings. Recent studies (Bhowmik & Kim, 2021, 2022) highlight that both pre-service and in-service teachers often lack the necessary academic preparation and access to research-informed materials for effective
ESL writing instruction. Addressing this gap, the proposed collection aims to achieve two primary objectives: (a) enrich writing literacy education for elementary ESL students, and (b) provide pre- and in-service teachers with practical ideas for teaching
ESL writing at the elementary level. This book seeks to help educators learn about research-informed practices to enhance ESL writing pedagogy.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:18.0pt"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Background and Rationale<o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">In the context of a second language (L2) environment, Richards and Rodgers (2010) define an approach as theories that "relate to the nature of language and language learning, serving as the
foundation for practices and principles in language teaching" (p. 20). Harmer (2007) similarly defines an approach as theories guiding classroom practices and providing reasons for them (p. 62). Contrasting this, Richards and Rodgers (2010) describe a technique
as the detailed level at which classroom procedures are outlined (p. 19), while Harmer views it as an activity stemming from the instructor's chosen teaching approach. Within Education, these ideas parallel concepts encapsulated by the term "instructional
design theory." For instance, Reigeluth and Carr-Chellman (2009) explain that this theory encompasses various stages, including event analysis, planning, building, implementing, and evaluating instructional activities. Gibbons (2020) emphasizes that an instructional
event serves as the core of all strategies, akin to a toolbox containing diverse instructional tools. Collectively, these scholars stress the necessity of grounded theories or frameworks to guide classroom instruction; lacking this can render teaching peripheral
and student learning ineffective.<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">Acknowledging the significance of research-informed instructional theories and practices in ESL writing pedagogy at the elementary level, this volume aims to explore them on two levels: approaches
and techniques. Drawing from L2 education terminology, "approach" denotes overarching theories, beliefs, policies, and ideologies guiding ESL writing instruction. Scholars like Graham (2019) have termed similar ideas as “writing knowledge,” pivotal for effective
pedagogy. Conversely, "technique" pertains to specific, micro-level activities and procedures for implementing ESL writing instruction. Thus, the foundational premise of this collection is twofold: (a) educators need a comprehensive understanding of the “why”
behind adopting an overarching approach/strategy/theory to teaching writing to ESL students, and (b) they require actionable insights into the “how” of implementing this approach/strategy/theory.<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">Therefore, this volume seeks to integrate scholarly dialogues on both approaches and techniques crucial for ESL writing instruction in elementary settings. Such discussions are pivotal, ensuring
that research findings resonate in practical classroom applications, ultimately enhancing ESL writing literacy for students. The collection may include both conceptual/theoretical and empirical contributions.<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">Guiding questions for chapter proposals include (but are not limited to) the following:<o:p></o:p></span></p>
<ul style="margin-top:0cm" type="disc">
<li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">What foundational beliefs, ideologies, or theories shape effective ESL writing instructional practices in an elementary context? How do
these principles influence teaching and learning activities?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">What foundational beliefs, ideologies, or theories shape effective feedback practices? How do these principles influence teaching and learning
practices for ESL writing in the elementary classroom?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Which core beliefs, ideologies, or theories (should) guide content area writing instruction? How do they impact ESL teaching and learning
practices within an elementary classroom setting?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">What guiding beliefs, ideologies, or theories inform the selection of topics for instruction? How do these considerations affect ESL writing
teaching and learning in an elementary classroom?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Which underlying beliefs, ideologies, or theories (should) influence approaches to error correction? How do they shape ESL writing teaching
and learning practices within an elementary classroom environment?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Based on specific beliefs, ideologies, or theories, what would be the characteristics or techniques of effective ESL writing pedagogy?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Based on specific beliefs, ideologies, or theories, what would be the characteristics or techniques of effective feedback processes?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Drawing from particular beliefs, ideologies, or theories, what would characterize effective content area writing instructional techniques?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Considering specific beliefs, ideologies, or theories, how would one approach narrative writing instruction?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Given certain beliefs, ideologies, or theories, what would characterize effective process writing instructional techniques?<o:p></o:p></span></li><li class="MsoNormal" style="margin-bottom:18.0pt;mso-list:l2 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Based on particular beliefs, ideologies, or theories, how would one design genre-based writing instructional procedures?<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Breakdown and Organization of Chapters<o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">Below we provide a guideline for the organization of chapters (although it can be adapted depending on the nature of the contribution). Each chapter will focus on either an approach or technique
relevant to elementary ESL writing instruction. (a) Initially, each chapter should start with a general introduction, highlighting the rationale behind the specific approach or technique discussed. This will elucidate the significance of considering the particular
approach or technique in elementary ESL writing pedagogy. (b) Subsequent discussions will examine the chosen approach or technique, detailing aspects like strategies for teaching content area writing, effective feedback practices, or selecting culturally responsive
topics tailored for elementary ESL learners. (c) The third section will draw connections to existing research. Here, discussions will emphasize how the introduced approach or technique aligns with current research findings in the ESL writing domain. (d) The
next section will address practical implications. Specifically, it will address questions such as: "What does this approach imply?" or "How can this technique be implemented?" This section will shed light on broader implications for ESL writing pedagogy, offering
insights into classroom activities or tasks aligned with the introduced approach or technique. (e) The final section will include the conclusion. Sections a</span><span style="font-size:12.0pt">—</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif">d
may further incorporate sub-sections as deemed necessary and relevant.<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:18.0pt;margin-right:0cm;margin-bottom:18.0pt;margin-left:0cm">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">Proposals of approximately 300 words should be submitted via email to:
</span><a href="mailto:teacheslwriting2024@gmail.com"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#1155CC;text-decoration:none">teacheslwriting2024@gmail.com</span></b></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif">
by March 31, 2024. The same email address can be used if authors have questions or comments about the proposed volume.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Tentative Timeline<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<ul style="margin-top:0cm" type="disc">
<li class="MsoNormal" style="mso-list:l1 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Proposal due: March 31, 2024
<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Notification of acceptance of proposal: May 15, 2024<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Complete chapter due: August 15, 2024<o:p></o:p></span></li><li class="MsoNormal" style="line-height:115%;mso-list:l1 level1 lfo6"><span style="font-size:12.0pt;line-height:115%;font-family:"Times New Roman",serif;color:#212121">Reviews sent to authors:
</span><span style="font-size:12.0pt;line-height:115%;font-family:"Times New Roman",serif">November 15, 2024<o:p></o:p></span></li><li class="MsoNormal" style="color:#212121;line-height:115%;mso-list:l1 level1 lfo6">
<span style="font-size:12.0pt;line-height:115%;font-family:"Times New Roman",serif">Final revised chapter due: March 15, 2025<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Submission of the volume for publication: Late summer/Fall 2025<o:p></o:p></span></li></ul>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">References<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Bhowmik, S., & Kim, M. (2021). K–12 ESL writing instruction: A review of research on pedagogical challenges and strategies.
<i>Language and Literacy</i>, <i>23</i>(3), 165–202. </span><a href="https://doi.org/10.20360/langandlit29530"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">https://doi.org/10.20360/langandlit29530</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Bhowmik, S., & Kim, M. (2022). ESL writing instruction in K–12 settings: Pedagogical approaches and classroom techniques.
<i>Language and Literacy</i>, <i>24</i>(2), 174–197. </span><a href="https://doi.org/10.20360/langandlit29612"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">https://doi.org/10.20360/langandlit29612</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey.
<i>Journal of Educational Psychology, 100</i>(4), 907–919. </span><a href="http://dx.doi.org/10.1037/a0012656"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">http://dx.doi.org/10.1037/a0012656</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">de Oliveira, L. C., & Silva, T. (Eds.).
<i>Second language writing in elementary classrooms: Instructional issues, content-area writing and teacher education</i>. Palgrave Macmillan.</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">Fitts, S., Bowers, E., & Keisler, L. (2016). Writing instruction for English learners: examining instructional
practices in fourth-grade classrooms. NABE <i>Journal of Research and Practice, 7</i>(1), 106–141.
</span><a href="https://doi.org/10.1080/26390043.2016.12067806"><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;text-decoration:none">https://doi.org/10.1080/26390043.2016.12067806</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Gibbons, A. S. (2020). What is instructional strategy? Seeking hidden dimensions.
<i>Educational Technology and Research Development, 68</i>, 2799–2815. </span><a href="https://doi.org/10.1007/s11423-020-09820-2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">https://doi.org/10.1007/s11423-020-09820-2</span></a><span lang="EN" style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Gilliland, B. (2015). High school teacher perspectives and practice: Second language writing and language development.
<i>Language and Education 29</i>(4), 287–301. </span><a href="http://dx.doi.org/10.1080/09500782.2014.1001398"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">http://dx.doi.org/10.1080/09500782.2014.1001398</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif">
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Graham, S. (2019). Changing how writing is taught.
<i>Review of Research in Education, 43</i>(1), 277–303. </span><a href="https://doi.org/10.3102/0091732X18821125"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">https://doi.org/10.3102/0091732X1882112</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Harmer, J. (2007).
<i>The practice of English language teaching</i> (4th ed.). Pearson Longman.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Hirvela, A., & Belcher, D. (2007). Writing scholars as teacher educators: Exploring writing<o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:14.0pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">teacher education.
<i>Journal of Second Language Writing, 16</i>(3), 125–128.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:14.0pt"><a href="https://doi.org/10.1016/j.jslw.2007.08.001"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">https://doi.org/10.1016/j.jslw.2007.08.001</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">Kibler, A., Heny, N., & Andrei, E. (2016). In-service teachers’ perspectives on adolescent writing instruction.
<i>TESOL Journal, 7</i>(2), 350 - 392. </span><a href="http://dx.doi.org/10.1002/tesj.211"><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;text-decoration:none">http://dx.doi.org/10.1002/tesj.211</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Ortmeier-Hooper, C. (2013).
<i>The ELL writer: Moving beyond basics in the secondary classroom. </i>Teachers College Press.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:14.2pt;text-indent:-14.2pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Ortmeier-Hooper, C., & Enright, K. A. (2011). Mapping new territory: Toward an understanding of adolescent L2 writers and
writing in US contexts. <i>Journal of Second Language Writing, 20</i>(3), 167–181.
</span><a href="http://dx.doi.org/10.1016/j.jslw.2011.05.002"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">http://dx.doi.org/10.1016/j.jslw.2011.05.002</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Pavlov, V. (2015). Challenges faced by English language learners on the Alberta English<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">language arts 30-1 reading diploma examination. [Doctoral thesis, University of<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Calgary].
<a href="https://prism.ucalgary.ca/handle/11023/2660">https://prism.ucalgary.ca/handle/11023/2660</a><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Understanding instructional theory. In C. M. Reigeluth & A. A. Carr-Chellman
(Eds.)., <i>Instructional-design theories and models (Volume III): Building a common knowledge base</i> (pp. 3–26). Routledge.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Richards, J. C., & Rodgers, T. S. (2010).
<i>Approaches and methods in language teaching</i>. CUP. </span><a href="https://doi.org/10.1017/CBO9780511667305.004"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:windowtext;text-decoration:none">https://doi.org/10.1017/CBO9780511667305.004</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:13.5pt;text-indent:-13.5pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Stagg Peterson, S., & McClay, J. (2014). A national study of teaching and assessing writing in Canadian middle grades classrooms.
<i>McGill Journal of Education, 49</i>(1), 17–39. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-bottom:18.0pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
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<div>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">____________________________</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">Subrata Bhowmik, PhD</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">Associate Professor of Teaching</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">Werklund School of Education</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">University of Calgary</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">EDT 1020, 2500 University Drive NW</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none">Calgary, Alberta, Canada T2N 1N4</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:red;mso-ligatures:none">T</span><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none"> </span><span style="color:black"><a href="tel:403.210.8429" target="_blank"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#1155CC;mso-ligatures:none">(</span></a><a href="tel:403.210.8429" target="_blank"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#1155CC;mso-ligatures:none">403) 210-8429</span></a></span><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none"> </span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:red;mso-ligatures:none">E </span><span style="color:black"><a href="mailto:sbhowmik@ucalgary.ca" target="_blank"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#1155CC;mso-ligatures:none">sbhowmik@ucalgary.ca</span></a></span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal"><a href="https://werklund.ucalgary.ca"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;mso-ligatures:none">https://werklund.ucalgary.ca</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-ligatures:none"> </span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-ligatures:none"><o:p></o:p></span></p>
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