The study of the Back and Forth book of an eleven years old E.S.L. student introduces a type of personal writing which is argued to facilitate meaningful, written communication in the second language. The present study extends the findings of dialogue journal studies of Staton et al. in two directions. 1. The case study of the Back and Forth book activity presents a "communication triangle" which involves parental participation and thus serves as a bridge between school and home. The reported observations focus on the potentials and limitations of the Back and Forth book task in comparison to other journal writing practices. 2. The analysis of the selected 45 journal entries provides some explanation for the weak realization of the task. The application of Mohan's Knowledge Framework as a means of analyzing student writing provides a c picture of the language and content. The Knowledge framework presents guideline for monitoring the development of language and the development of discourse and content. The inconsistency of the task justifies the present study: the multi-purpose task of the Back and Forth book produces unsatisfactory writing, the research question is of determining its reason and provide a guideline to monitor the task in order to obtain more satisfactory product. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Lui, Nga Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 164-170). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Two Writing Approaches Practiced in Hong Kong Classrooms --- p.1 / Chapter 1.1.1 --- A Glimpse of the Situation of Hong Kong Secondary School Classrooms --- p.1 / Chapter 1.1.2 --- A Glimpse of the Situation of Hong Kong University Classrooms --- p.6 / Chapter 1.2 --- Different Roles of Teacher Feedback in the Two Writing Approaches --- p.8 / Chapter 1.2.1 --- The Content of Teacher Feedback --- p.8 / Chapter 1.2.2 --- The Timing of Teacher Feedback --- p.9 / Chapter 1.2.3 --- The Purpose of Teacher Feedback --- p.10 / Chapter 1.3 --- The Importance of Students' Views of Teacher Feedback in Process Writing --- p.11 / Chapter 1.4 --- Overview of the Thesis --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Chapter 2.1 --- From Product to Process: A Brief Account of the Change in Teaching Approach Towards Writing --- p.14 / Chapter 2.1.1 --- Product Writing --- p.14 / Chapter 2.1.2 --- Process Writing: The Overriding Concern over Writing Process --- p.15 / Chapter 2.1.3 --- Process Writing: The Method --- p.15 / Chapter 2.2 --- Teacher Feedback on Student Writing: Definition and Rationale --- p.16 / Chapter 2.3 --- From Error Feedback to All-round Teacher Feedback --- p.19 / Chapter 2.4 --- Importance of Acknowledging Students' Views: the Claims --- p.21 / Chapter 2.4.1 --- ESL Context --- p.21 / Chapter 2.4.2 --- EFL Context --- p.22 / Chapter 2.5 --- Importance of Acknowledging Students' Views: the Behaviour --- p.25 / Chapter 2.6 --- The Hong Kong Context --- p.27 / Chapter 2.7 --- Research Gaps: Triangulation in Understanding Students' Needs --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY --- p.32 / Chapter 3.1 --- Research Questions --- p.32 / Chapter 3.2 --- Research Design: The Case Study Approach --- p.33 / Chapter 3.2.1 --- Definition of Case Study --- p.33 / Chapter 3.2.2 --- Rationale of Employing Case Study --- p.34 / Chapter 3.3 --- Instrumentation and Rationale Behind --- p.36 / Chapter 3.3.1 --- Questionnaires on Student Writers --- p.37 / Chapter 3.3.2 --- Interviews --- p.37 / Chapter 3.3.2.1 --- Interviews with Student Writers --- p.38 / Chapter 3.3.2.2 --- Interviews with Writing Instructors --- p.38 / Chapter 3.3.3 --- Text Analysis on the Marked Preliminary Drafts and Final Versions of Writing --- p.39 / Chapter 3.4 --- Pilot Study --- p.39 / Chapter 3.4.1 --- Modification of Text Analysis Guide --- p.40 / Chapter 3.4.2 --- Modification of Other Instruments --- p.40 / Chapter 3.5 --- Main Study --- p.41 / Chapter 3.5.1 --- The Writing Courses --- p.41 / Chapter 3.5.1.1 --- Writing Class A --- p.43 / Chapter 3.5.1.2 --- Writing Class B --- p.44 / Chapter 3.5.1.3 --- Writing Class C --- p.44 / Chapter 3.5.2 --- Profiles of Informants --- p.45 / Chapter 3.5.2.1 --- Profiles of Teacher Informants --- p.46 / Chapter 3.5.2.2 --- Profiles of Student Informants --- p.47 / Chapter 3.5.3 --- Data Collection Process --- p.48 / Chapter 3.5.4 --- Limitations --- p.49 / Chapter 3.5.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Chapter Summary --- p.51 / Chapter CHAPTER 4 --- RESULTS AND DISCUSSIONS --- p.53 / Chapter 4.1 --- Teacher Feedback on Preliminary Drafts and Final Version --- p.53 / Chapter 4.1.1 --- Teacher Feedback on Preliminary Drafts --- p.54 / Chapter 4.1.1.1 --- Student Views of Teacher Feedback on Preliminary Drafts: Questionnaires and Interviews --- p.54 / Chapter 4.1.1.2 --- Text Analysis on Preliminary Drafts --- p.57 / Chapter 4.1.2 --- Teacher Feedback on Final Version --- p.59 / Chapter 4.1.2.1 --- Students' Views of Teacher Feedback on Final Version --- p.60 / Chapter 4.1.2.2 --- Text Analysis on Teacher Feedback on Final Version --- p.62 / Chapter 4.1.3 --- Teacher Feedback on Preliminary Drafts and Final Version: Teachers' Rationale --- p.65 / Chapter 4.1.3.1 --- Teacher A's Rationale on Teacher Feedback --- p.66 / Chapter 4.1.3.2 --- Teacher B's Rationale on Teacher Feedback --- p.67 / Chapter 4.1.3.3 --- Teacher C's Rationale on Teacher Feedback --- p.69 / Chapter 4.1.4 --- Teacher Feedback on Preliminary Drafts and Final Version: A Comparison --- p.71 / Chapter 4.2 --- "Students' Response to Teacher Feedback: Attended, Deleted, and Ignored" --- p.73 / Chapter 4.2.1 --- Feedback Attended to and Received Positively --- p.73 / Chapter 4.2.1.1 --- Feedback Attended to: Student Questionnaires --- p.73 / Chapter 4.2.1.2 --- Feedback Attended to: General Picture From Text Analysis --- p.77 / Chapter 4.2.1.3 --- Feedback Attended to and Its Easiness and Difficulties: Student Interviews and Questionnaires --- p.78 / Chapter 4.2.1.3.1 --- Teacher Feedback Students Found Easy to Deal With --- p.79 / Chapter 4.2.1.3.2 --- Teacher Feedback Students Found Difficult to Deal With --- p.82 / Chapter 4.2.1.3.3 --- Summary of Feedback Students Attended to --- p.88 / Chapter 4.2.1.4 --- Feedback Received Positively --- p.89 / Chapter 4.2.1.5 --- Feedback Received Positively: Critical (Negative) Feedback --- p.90 / Chapter 4.2.1.6 --- Feedback Received Positively: Minimal Use of Symbols in Feedback --- p.91 / Chapter 4.2.1.7 --- Feedback Attended to and Received Positively: Summary --- p.93 / Chapter 4.2.2 --- Feedback Partially Attended to or Deleted --- p.94 / Chapter 4.2.2.1 --- Teacher Feedback Partially Attended to: Students' Views From Questionnaires --- p.94 / Chapter 4.2.2.2 --- Teacher Feedback Partially Attended to: Student Interviews and Text Analysis --- p.95 / Chapter 4.2.2.2.1 --- “I Delete to Condense´ح --- p.95 / Chapter 4.2.2.2.2 --- “I Delete to Clarify´ح --- p.96 / Chapter 4.2.2.2.3 --- "“I Delete to Save Myself Trouble""" --- p.96 / Chapter 4.2.2.3 --- Teacher Feedback Partially Attended to: General Picture From Text Analysis --- p.97 / Chapter 4.2.2.4 --- Feedback Partially Attended to or Deleted: Summary --- p.99 / Chapter 4.2.3 --- Feedback Ignored and Received Negatively --- p.99 / Chapter 4.2.3.1 --- Feedback Ignored: Students' Views From Questionnaires --- p.100 / Chapter 4.2.3.2 --- Feedback Ignored: Students' Views From Interviews --- p.100 / Chapter 4.2.3.2.1 --- Feedback Difficult to Revise Accordingly --- p.101 / Chapter 4.2.3.2.2 --- Feedback Obscure in Letting Students Know What the Problem Was --- p.102 / Chapter 4.2.3.2.3 --- Feedback on Earlier Drafts --- p.103 / Chapter 4.2.3.2.4 --- Feedback on “Minor´ح Things --- p.104 / Chapter 4.2.3.2.5 --- Feedback Not Unique to the Essay --- p.104 / Chapter 4.2.3.2.6 --- Feedback Violating the Expression of Personal Voice --- p.105 / Chapter 4.2.3.3 --- Teacher Feedback Ignored: General Picture From Text Analysis --- p.106 / Chapter 4.2.3.4 --- Feedback Ignored: Two Extreme Cases as Illustrations --- p.108 / Chapter 4.2.3.4.1 --- Case of Jeff --- p.108 / Chapter 4.2.3.4.2 --- Case of Dorothy --- p.109 / Chapter 4.2.3.5 --- Feedback Ignored: Teachers' Views --- p.111 / Chapter 4.2.3.6 --- Feedback Received Negatively --- p.112 / Chapter 4.2.3.6.1 --- Positive Feedback --- p.112 / Chapter 4.2.3.6.2 --- Feedback Without Explanations --- p.113 / Chapter 4.2.3.7 --- Feedback Ignored and Received Negatively: Summary --- p.115 / Chapter 4.2.4 --- Students' Response to Teacher Feedback: Summary --- p.115 / Chapter 4.3 --- Reasons Behind Students' Preferences --- p.116 / Chapter 4.3.1 --- Personal Factors --- p.116 / Chapter 4.3.1.1 --- Proficiency in English --- p.116 / Chapter 4.3.1.2 --- Repertoire of Revision Strategies --- p.119 / Chapter 4.3.1.3 --- "Balancing Between Personal Voice and the ""Standard""" --- p.121 / Chapter 4.3.2 --- Interpersonal Factors --- p.124 / Chapter 4.3.2.1 --- Communication Between Teachers and Students --- p.124 / Chapter 4.3.2.2 --- Sources for Support or Advice --- p.126 / Chapter 4.3.3 --- Reasons Behind Students' Preferences: Summary --- p.129 / Chapter 4.4 --- Students' Views and Teachers' Views --- p.130 / Chapter 4.4.1 --- Students' Use of Teacher Feedback During Revision Process --- p.130 / Chapter 4.4.1.1 --- A Brief Overview of the Revision Process Undertaken by Students --- p.131 / Chapter 4.4.1.1.1 --- Revision Process Undertaken by English Majors (Class A) --- p.131 / Chapter 4.4.1.1.2 --- Revision Process Undertaken by Non-English Majors (Classes B and C) --- p.133 / Chapter 4.4.1.1.3 --- Common Feature of Revision Process Shared by the Two Groups of Students --- p.134 / Chapter 4.4.1.2 --- Strategies Used in the Revision Process --- p.135 / Chapter 4.4.1.2.1 --- Contemplating on Their Own --- p.135 / Chapter 4.4.1.2.2 --- Consulting Their Peers --- p.136 / Chapter 4.4.1.2.3 --- Consulting Their Teachers --- p.136 / Chapter 4.4.1.2.4 --- Consulting Other Resources --- p.136 / Chapter 4.4.2 --- Teachers' Expectations on the Use of Teacher feedback in Revision Process --- p.137 / Chapter 4.4.2.1 --- Summary of Teachers' Recommendations of the Revision Process --- p.137 / Chapter 4.4.2.1.1 --- Teacher A's Recommendations --- p.137 / Chapter 4.4.2.1.2 --- Teacher B's Recommendations --- p.139 / Chapter 4.4.2.1.3 --- Teacher C's Recommendations --- p.139 / Chapter 4.4.2.2 --- Strategies Recommended in the Revision Process --- p.140 / Chapter 4.4.3 --- Students' Views and Teachers' Views: A Comparison --- p.141 / Chapter CHAPTER 5 --- CONCLUSIONS AND IMPLICATIONS --- p.143 / Chapter 5.1 --- Conclusions --- p.143 / Chapter 5.2 --- Significance --- p.145 / Chapter 5.3 --- Pedagogical Implications --- p.147 / Chapter 5.3.1 --- Short-term Implications --- p.147 / Chapter 5.3.1.1 --- Make Teacher Feedback More Comprehensible and Specific --- p.148 / Chapter 5.3.1.2 --- Hold Teacher-student Conferences --- p.150 / Chapter 5.3.1.3 --- Introduce Peer Review --- p.151 / Chapter 5.3.1.4 --- Teach Revision Strategies --- p.151 / Chapter 5.3.2 --- Long-term Implications --- p.152 / Chapter 5.3.2.1 --- Read More! --- p.153 / Chapter 5.3.2.2 --- Think More! --- p.154 / Chapter 5.3.2.3 --- Write More! --- p.155 / Chapter 5.4 --- Limitations --- p.156 / Chapter 5.4.1 --- Insufficient Testing of the Instruments (Pilot Study) --- p.156 / Chapter 5.4.2 --- Uneven Distribution of Student Interviewees Among the Three Writing Classes (Main Study) --- p.157 / Chapter 5.4.3 --- Inconsistent Proportion of Writing Gathered From the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.4 --- Inconsistent Timing Between the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.5 --- The Scope of Teacher Feedback on Students' Writing (Main Study) --- p.159 / Chapter 5.5 --- Recommendations for Future Studies --- p.160 / Chapter 5.5.1 --- Comprehensive Testing of Instruments With Tailored Design --- p.160 / Chapter 5.5.2 --- More Even Distribution of Student Interviewees With Different Characteristics --- p.160 / Chapter 5.5.3 --- More Consistent Number of Papers Collected From Different Writing Classes --- p.161 / Chapter 5.5.4 --- More Consistent Schedule Among Writing Classes --- p.161 / Chapter 5.5.5 --- Wider Scope of Enquiry of Teacher Feedback --- p.162 / APPENDICES / Appendix A Student Questionnaire --- p.171 / Appendix B Student Interview Guide --- p.176 / Appendix C Teacher Interview Guide --- p.177 / Appendix D Text Analysis Guide --- p.178 / Appendix E Consent Letter (to students) --- p.179 / Appendix F Consent Letter (to instructors) --- p.181 / Appendix G Response Rate and Characteristics of Student Respondents of Student Questionnaires --- p.183

Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.

A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved.

A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

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Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development. / AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.

Student affairs professionals work directly with university students in various programs that provide services to these students. From these experiences, they collect daily valuable insights about how to serve students successfully. Yet, in general, they are not publishing about their work even though dissemination of such knowledge through publication could positively impact programs and services across many institutions. My dissertation explored what happens when mid-level student affairs professionals pursue scholarly writing during a structured program intended to help participants produce manuscripts for publication. In working with five professionals in student services at a large urban institution in the Pacific Northwest region of the United States, I learned about participants' identities as scholars as well as which writing strategies they found effective. I worked with participants using case study and action research methodologies and used writing coaching as an intervention to support the tenets of autonomy, competence, and relatedness as defined by Self-Determination Theory. Participants viewed strategies that created a habit of practice that fostered writing to be the most effective. Participants varied in how they viewed themselves professionally along the scholar-practitioner continuum. Leadership can create environments to foster scholarship among student affairs professionals. I give recommendations not only for senior student affairs officers but also for graduate programs in higher education as well as national student affairs organizations to promote research and writing in the profession. Lastly, I share recommendations for further research.