Writing instruction to support literacy success / [edited by] Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan.

Format:

Book

Contributor:

Ortlieb, Evan.

Cheek, Earl H.

Verlaan, Wolfram.

Series:

Literacy research, practice and evaluation ; v. 7.

Literacy research, practice and evaluation, 2048-0458 ; v. 7

Language:

English

Subjects (All):

Education--Research.

Education.

Report writing--Study and teaching.

Report writing.

Physical Description:

1 online resource (345 pages) : illustrations, tables.

Edition:

First edition.

Place of Publication:

Bingley, England : Emerald Group Publishing Limited, 2017.

Summary:

In recent years there has been a universal increase in expectations for academic writing alongside high-stakes tests, as students must master writing for pragmatic purposes including argumentative papers, dialogic narratives, and even research reports. All the while, research related to how to effectively prepare these students for success has been stymied with an over-emphasis on other areas of literacy. This volume features prominent international researchers who share their evidence-based successes partnering with teachers in K-12 classrooms, with particular emphasis on teaching writing products and processes in a digital age. As a result of its up-to-date focus on both print and digital literacies, the book will have wide readership amongst educators who work in the early childhood, elementary, middle, and high school years.

Contents:

Front Cover

Writing Instruction to Support Literacy Success

Copyright Page

Contents

List of Contributors

About the Editors

Introduction

Rethinking Writing Products and Processes in a Digital Age

The Re-Membered Literacy Component

The High Stakes of Writing Development

Write Now

Theoretical Underpinnings of Writing

Writing as a Practice

A Shift toward Student-Centered Pedagogies

Maintaining the Motivation to Write

Opportunity and Challenge

Mixing the Process and Product Approaches

Digital Writing

Connecting Writing to Reading Today

References

Turning around the Progress of Struggling Writers: Key Findings from Recent Research

Design of Our Study

Participants

Sources of Data

Analysis

Findings

Key Feature of High Progress Students: Increasing Message Complexity

Teacher Support to Increase Message Complexity

Key Feature of High Progress Students: Improved Legibility

Teacher Support of Legibility

Key Feature of High Progress Students: Growing Independence

Teacher Support for Growing Independence

Increasing Responsibility to Use Sources of Knowledge

Creating Spaces for Problem-Solving

Practical Implications

Become familiar with linguistic complexity

Teach for linguistic complexity

Appendix

Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms

The Context

A Theoretical Lens

Aims and Scope of the Chapter

Potential, Powerful Practices for Developing Writing and for Accelerating Progress

Knowing Your Writers

Making Connections with and Validating Cultural and Linguistic Funds of Knowledge

Learning Goals and Tasks: Alignment and Transparency

Providing Quality Feedback

Scaffolding Self-Regulation in Writers.

Direct, Targeted Instruction

Differentiating Instruction

Conclusion

Ideas as a Springboard for Writing in K-8 Classrooms

Theoretical Perspectives on Idea Generation and Composing

Quality of Ideas and Writing Achievement

Methods

Literature Search Methods

Data Analysis and Synthesis

Students' Sources and Processes for Idea Generation and Composing

Knowledge Sources and Preferences for Composing

Intertextual Processes for Idea Generation and Composing

Classroom Dialogue

Self-Talk

Peer-Talk

Play, Drama, and Drawing

Instructional Dimensions Mediating Students' Development of Ideas

Influences of Content Curriculum and Literature

Strategy Instruction

Visual and Symbolic Tools

Approaches to Writing Instruction

Motivation to Write

Discussion and Practical Implications

Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom

Writing: Process or Product?

Writing Appraisal: Progress or Performance?

Freeing Students to Write

Fruitful Feedback, Further Thinking

Lowering the Stakes

Responding to In-Process Writing

Low-Stakes with a Purpose: Focused Freewriting

Inviting Improvement through On-Going Conversations on Paper

Learning Language and Vocabulary in Dialogue with the Real Audience: Exploring Young Writers' Authentic Writing and Language Learning Experiences

Literature Review

Morphological Awareness

Vocabulary Development

Methodology

Conceptual Framework

Data Collection

Data Analysis and Limitations

Learning Vocabulary and Language Use through Immersion/Acquisition

Learning Vocabulary and Language Use through Instruction

Discussion and Implications

Learning Vocabulary and Blogging

Language Study and Blogging.

Implications

Notes

Understanding a Digital Writing Cycle: Barriers, Bridges, and Outcomes in Two Second-Grade Classrooms

Perspectives

Digital Literacies in Elementary Classrooms

Process Approach to Digital Writing in Elementary Classrooms

Opportunities and Challenges in Digital Literacy Classrooms

Context and Participants

Data Analysis

Student Barriers in Digital Writing Classrooms

Diverse Background Experiences of Students

Cognitive Overload Experienced by Students

Teacher Bridges in Digital Writing Classrooms

Incremental Introduction of Digital Tools Following a Process Writing Approach

Implementation of Social Support Structures

Outcomes in Digital Writing Classrooms

Increased Engagement by Students

Expanded Perspectives of Writing Achievement by Teachers

Discussion

Lesson One: Teaching in a Digital Literacy Context Starts with Early Practice

Lesson Two: Teaching in a Digital Writing Classroom Encourages Teachers and Students to Learn Together

Lesson Three: Teaching in a Digital Writing Classroom Requires Collegial Support

Lesson Four: Teaching in a Digital Writing Classroom Impacts Teacher Planning and Instruction

Lesson Five: Teaching in a Digital Writing Classroom Creates an Engaging Cycle

Classroom Writing Community as Authentic Audience: The Development of Ninth-Graders' Analytical Writing and Academic Writing Identities

Theoretical Framework: Uptake of Discourse through a Community of Practice

Research Questions

Setting

Mr. Campbell

Students

Sula

Researcher Role

Data Sources

Classroom Observation Field Notes

Interviews

Student Work

Data Analysis.

Overview: Building the Classroom Writing Community as an Authentic Audience

Writing for Immediate Audience

Preparing for a Future Audience

Introducing Analytical Writing

Class One: Guided Inquiry/Crafting a Thesis Statement

Viewing of the Equalizer Trailer to Define Interpretation of a Literary Work

Using a Former Student's Model Essay to Frame Expectations and Goals for Writing

Using Guided Inquiry to Discuss the Composing Process

Sula Case Study Part I: The Composing Process through Guided Inquiry

Class Two: Inquiry Discussion/Thesis Statement Workshop

Sula Case Study Part II: Revising During the Thesis Workshop

Summary

Discussion: Dual Role of Audience

Classroom Community: Rhetorical Choices, Effective Communication, and Support

Wider Discourse Communities: Meaningful Interactions and Writing Identities

Instructional Implications: Student-Centered Practices

Engaging Students in Multimodal Arguments: Infographics and Public Service Announcements

Infographics as Argument

Planning for Students to Create Infographics

Instructional Activities

Elements of Argument

Multimodal Composing and Digital Tools

Public Service Announcements as Argument

Planning for Public Service Announcements

Potential Benefits for Students Exploring Multimodal Arguments

The Use of Google Docs Technology to Support Peer Revision

Review of Literature

Peer Revision

Peer Revision and Adolescents

Revising and Google Docs Technology

Method

Results

Students Used Highlighting and Virtual Comments to Facilitate Peer Revision

Students Learned Evaluation Criteria.

Students Focused on Adding Additional Details during Revision

Students Improved the Quality of their Writing

Students were Motivated to Write and Revise using Google Docs

Recommendations for Teachers

A Framework for Literacy: A Teacher-Researcher Partnership Considers the "C-S-C Paragraph" and Literacy Outcomes

The Classroom

The Problem

What do We Know?

Writing to Learn, Writing to Argue

Rhetoric

Adolescent Literacy, Social Practice, and Situated Learning

Curriculum and the C-S-C: Teachers' Pedagogical Journeys

Scaffolding and the C-S-C: Toward the Visual

Written Production and the C-S-C: Routinizing High Expectations

Powerful Writing Instruction: Seeing, Understanding, and Influencing Patterns

Building Capacity in Complex Adaptive Systems

Developing the Lesson Frameworks and Teacher Support

What Happened? Seeing and Documenting the Patterns

Patterns in Teacher Reports of Student Changes

Patterns in Teacher Reports of Their Changes

Patterns in Student Outcomes on the Test

Summary of Findings

So What? Now What?

Fourth Graders as Researchers: Authors and Self-Illustrators of Informational Books

Theoretical Framework

Writing Process

Perspective

Data Sources and Collection

Classroom Writing Context

Browse, Collect, Collate, and Compose

Elements of Writing Workshop and Writing

Revising and Editing

Conferencing

Publishing and Author's Chair

Mentor Texts, Modeling, and Read Alouds

Use of Mentor Texts

Teacher Modeling

Reading Aloud

Outcomes for Students

Increased Schema for Research

Appeal of Writing with a Self-Selected Topic.

Enhancement of Composing through Captured Personal Images.

Notes:

Includes bibliographical references.

Print version record

ISBN:

9781786355256

1786355256