Abstract
The present study aims at proposing an overview for Writing Education Studies in the last ten years (2010-2020). Following this objective, 136 studies published in the last ten years in Reading and Writing, Reading and Writing Quarterly, and Journal of Writing Research journals, which publish effective works on writing education, were analyzed within specified categories. Bibliometric analysis and content analysis were employed for data analysis. According to the findings, the country with the highest number of publications is the USA; the most studied topic is the effect of the intervention on writing, and the most frequently studied group is middle school. Accordingly, the methodology was not defined in the majority of the studies. Quantitative methods were the most frequent methods. To the studies, the data was mainly collected through student texts. And descriptive statistics was also the most frequent data analysis method. Pedagogical implications are suggested based on the results obtained.
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