This article is an introduction to the special issue on how to report writing interventions in research publications. The six contributions included in this special issue systematically describe a broad range of writing interventions aimed at learning to write in primary, secondary, and higher education. Based on these contributions and on earlier recommendations of scholars in the field of writing intervention research, we established a set of recommendations for reporting key elements of writing interventions. These elements include characteristics of the context of the intervention, theories and/or empirical studies of writing, learning to write, and teaching writing, and design principles of the intervention at both a macro and micro level. These recommendations can be considered as a checklist for authors, reviewers, and editors when reporting or reviewing intervention studies.
- Design principles
- Writing intervention