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Since the 1960s, a group of educators and researchers have championed the idea that learning coding and learning to read and write are, in some sense, part of the same skill set, but the grounds for asserting that similarity have continually shifted. Some have argued that as texts increasingly integrate digital components, expertise in coding will become a central part of reading in the 21st century. Others seem to use the word literacy simply to mean an important skill, without necessarily asserting a deeper similarity. In this study of novice writers and programmers in a second‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinforce students’ acquisition of the writing process.

Fourth‐grade students were introduced to a detailed process approach to examining mentor texts and then transferring their newfound knowledge of author craft to their own independent writing. The EASE strategy was created as a way to scaffold students from merely noticing the exceptional moves that authors make to adeptly applying these techniques. In an effort to read like writers and then write like readers, students were taught to closely examine powerful writing craft and assess why the author may have chosen to write in that particular way. They were also required to suggest other ways to write the excerpt and envision where they might use a similar move in a current or upcoming writing project. Through small‐group writing conferences and writing samples, students showcased how they made direct connections between mentor texts and their narratives and reports.

As the popularity of project‐based learning grows, so does the importance of understanding how this instructional approach can support students’ learning and development. The authors describe a project‐based approach to literacy and social studies instruction that research has shown to be effective. Key characteristics of the approach and illustrations of how those characteristics are enacted in a project‐based learning geography unit are identified. In the unit, students develop informational reading and persuasive writing skills and learn key social studies content and skills by engaging in the development of brochures about their local community for an authentic audience. The authors also describe how educators can navigate common challenges that can arise when transitioning to a project‐based approach.

Proficient writers spend substantial time planning for writing, and that planning begins with analyzing the writing task. They spend time considering the topic, the audience and its needs, and the genre and form of the writing. This rhetorical analysis helps them set goals, orient their attention, and get organized. Task analysis can also help students navigate reading tasks and challenging combined reading–writing tasks. This teaching tip explains a process for critically reading and analyzing writing tasks, as well as combined reading–writing tasks, that can be immediately applied in teachers’ classrooms.

The author provides a conceptual framework that illustrates the spectrum of authentic writing assignments and operationalizes authenticity, in an effort to guide practitioners toward crafting writing assignments that are meaningful for students by reflecting and replicating the kinds of writing that occur outside of the academic context. The author outlines the research on authentic writing assignments and examines latent authenticity and functional authenticity while providing examples to illustrate differences between the two. The author also discusses the mixing of different elements to create both latent and functional authentic writing assignments.

Although school is only one of many places where youths write, the writing privileged in school is often upheld as standard, whereas adolescents’ out‐of‐school writing often uses forms, styles, and topics not taught or allowed in school. Little is known about how K–12 educators can use research on out‐of‐school writing to inform in‐school writing curricula. The author examined research on adolescent out‐of‐school writing to synthesize the literacy field's knowledge of this phenomenon. The empirical literature from the last decade documents out‐of‐school writing that provides opportunities to focus on writing as a craft, includes digital texts and participatory cultures, emphasizes meaningful purposes and audiences, and highlights the work done by marginalized writers. The discussion considers implications for the conception of literacy writ large and offers principles drawn from existing scholarship as implications for K–12 writing educators.

This article describes the Mentored Multigenre Project, a virtual writing collaboration experience between high school writers and teacher candidates. Our goal was to create an authentic opportunity for our high school students to receive writing feedback from virtual writing mentors, while also creating an opportunity for our teacher candidates to practice the craft of teaching writing. In this article, the authors outline the ways in which they prepared and supported the high school students during the project. Then, the authors highlight an emergent case from the project to demonstrate the virtual writing collaboration experience in action and evaluate the extent to which it created an authentic writing experience for one high school writer. Finally, the authors share their reflections on the experience and suggestions for others interested in using a learning management system to connect high school writers with teacher candidates.

Writing is an important mode of thinking and learning for elementary students. Consistent efforts have been made to encourage discipline‐specific writing, yet defining qualities of elementary mathematical writing have historically been underdeveloped. This article offers educators a new framework that conceptualizes mathematical writing as writing to reason and to communicate mathematically. Specifically, the framework defines four types of elementary mathematical writing: exploratory, informative/explanatory, argumentative, and mathematically creative. The authors explain and explore these types and their associated purposes through classroom vignettes. Informed by existing practices in mathematics and writing, strategies are offered to support teachers in the implementation of mathematical writing.

This article explores the written reflections and multimodal analyses of 31 middle school students who engaged with video games as texts. For four consecutive days, students spent 30 minutes playing video games and then 30 minutes writing reflections on their experiences and perceptions, resulting in 124 total reflections. Students focused on how they interpreted multimodal symbols within video games to comprehend, learn, and make decisions during gameplay. Students’ analyses were informed by the Gamer Response and Decision (GRAD) Framework. Results demonstrate that students identified various ways that multimodal symbols, such as dynamic visuals, written language, oral language, and sounds, impacted their interpretations and decision making within the game. This study demonstrates how students can engage in valuable reflective writing and multimodal analysis activities using video games as texts, such as through exploring communicative modes in video games and reflecting on associated learning and decision-making processes.

The author explores the experiences of adolescent youths (ages 13–21) through their participation in the Youth Writing Collective (YWC), a free creative writing program sponsored by the local university. For one week, youths attended YWC workshops, where they were invited to write, share, and perform stories from their lived realities. Situated in Arizona, a state with mandated English‐only polices and restrictive curricula, this study highlights the possibilities that exist when we create spaces with and for youths to utilize writing and performing as a tool to break silence and amplify voices while examining and challenging their worlds. In addition, the author highlights how participation in the YWC supported youths in raising their collective awareness of issues present in their lives while fighting to create their place in the world.