The back-and-forth quality of writing. Writing is necessarily a recursive process: as the writer modifies his/her work, they often go back in their writing to rephrase or add new elements to the previously written material.

A freeform writing activity that provides space for students to write about their interests without direct instruction and learn naturally about written forms of language.

A style of writing which is often rooted in the writer’s experiences, including forms such as fiction, drama, and poetry.

The standard or widely practiced formulation of letters to form a word, which is accepted as the correct arrangement of letters.

A writing activity and a form of the act of writing in which students experience writing within a social context. It often involves one or more partners, and a university tutor who provide instruction or act as role models throughout the process.

Learners in their beginning stages of writing. They are often young children engaged in experimentations with the written language, through scribbling for example, to convey a written message.

An informal writing activity in which students communicate their reflections with peers. A student selects an “I wonder” section from his or her Investigative Journals and shares it with another student in writing. The latter reacts to what was shared and continues the correspondence by raising any questions.

A progression within the act of writing that is comprised of several stages including drafting, revising, editing, and publishing.

An inquiry-based writing activity in which students record their virtual visits to countries wherein a novel they are reading is set, a language they are studying originates, or a historic event has occurred. Travelogues can be created in various formats including a travel journal, a PowerPoint presentation, or a video.

An informal writing teaching tool in which the Text Boxes visually mirror the paragraphs, diagrams, and photos on a particular page. Each Text Box has two columns: the first column contains students’ notes about key facts, and the second column contains students’ reflections about the text and questions about what