“Oh my god, I did that!”: Proud writing moments as a key ingredient for supportive and individualized writing instruction
Susan S. Fields,
Christina L. Dobbs
Abstract:This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing.
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