Best Practices in Writing Instruction, Third Edition - Softcover

Softcover

ISBN 10: 1462537960 ISBN 13: 9781462537969

Verlag: Guilford Publications, 2018

Inhaltsangabe

Well established as a definitive text--and now revised and updated with eight new chapters--this book translates cutting-edge research into effective guidelines for teaching writing in grades K–12. Illustrated with vivid classroom examples, the book identifies the components of a complete, high-quality writing program. Leading experts provide strategies for teaching narrative and argumentative writing; using digital tools; helping students improve specific skills, from handwriting and spelling to sentence construction; teaching evaluation and revision; connecting reading and writing instruction; teaching vulnerable populations; using assessment to inform instruction; and more.
 
New to This Edition
*Chapters on new topics: setting up the writing classroom and writing from informational source material.
*New chapters on core topics: narrative writing, handwriting and spelling, planning, assessment, special-needs learners, and English learners.
*Increased attention to reading–writing connections and using digital tools. 
*Incorporates the latest research and instructional procedures.
 
See also Handbook of Writing Research, Second Edition, edited by Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, which provides a comprehensive overview of writing research that informs good practice.

Über diesen Titel

Über die Autorinnen und Autoren

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Third Edition. He is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Sylvia Scribner Award from Division C of the American Educational Research Association (AERA), the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the AERA, and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He was elected to the Reading Hall of Fame in 2018 and is a fellow of AERA, Division 15 of the American Psychological Association, and the International Academy for Research in Learning Disabilities.
 
Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. Currently he is principal investigator of a research project evaluating a curriculum for college developmental writing courses based on self-regulated strategy instruction. He is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. Dr. MacArthur has published over 100 articles and book chapters and coedited or coauthored several books, including Best Practices in Writing Instruction, Third Edition; Handbook of Writing Research, Second Edition; and Developing Strategic Writers through Genre Instruction.
 
Michael Hebert, PhD, is Associate Professor in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. His primary research interests include the development and testing of writing interventions for students with disabilities, examining the impacts of writing on reading outcomes, and writing assessment. He is the coauthor of two influential Carnegie Corporation reports: Writing to Read and Informing Writing. Dr. Hebert is currently the principal investigator of an Early Career Development and Mentoring grant from the National Center for Special Education Research, with his project focused on developing an informational text writing intervention for fourth-grade struggling writers. He was previously a fellow in the Experimental Education Research Training program supported by the Institute of Education Sciences. Dr. Hebert serves on the editorial board of the Journal of Educational Psychology.
 

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Third Edition. He is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Sylvia Scribner Award from Division C of the American Educational Research Association (AERA), the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the AERA, and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He was elected to the Reading Hall of Fame in 2018 and is a fellow of AERA, Division 15 of the American Psychological Association, and the International Academy for Research in Learning Disabilities.
 
Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. Currently he is principal investigator of a research project evaluating a curriculum for college developmental writing courses based on self-regulated strategy instruction. He is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. Dr. MacArthur has published over 100 articles and book chapters and coedited or coauthored several books, including Best Practices in Writing Instruction, Third Edition; Handbook of Writing Research, Second Edition; and Developing Strategic Writers through Genre Instruction.
 
Michael Hebert, PhD, is Associate Professor in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. His primary research interests include the development and testing of writing interventions for students with disabilities, examining the impacts of writing on reading outcomes, and writing assessment. He is the coauthor of two influential Carnegie Corporation reports: Writing to Read and Informing Writing. Dr. Hebert is currently the principal investigator of an Early Career Development and Mentoring grant from the National Center for Special Education Research, with his project focused on developing an informational text writing intervention for fourth-grade struggling writers. He was previously a fellow in the Experimental Education Research Training program supported by the Institute of Education Sciences. Dr. Hebert serves on the editorial board of the Journal of Educational Psychology.
 

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Best Practices in Writing Instruction

By Steve Graham, Charles A. MacArthur, Michael Hebert

The Guilford Press

Copyright © 2019 The Guilford Press
All rights reserved.

ISBN: 978-1-4625-3796-9

Contents

Part I INTRODUCTION, 
CHAPTER 1 Evidence-Based Practices in Writing Steve Graham and Karen R. Harris, 3, 
Part II CREATING A SUPPORTIVE WRITING ENVIRONMENT, 
CHAPTER 2 Setting Up the Writing Classroom Linda Friedrich, 31, 
CHAPTER 3 Motivating Writers Pietro Boscolo and Carmen Gelati, 51, 
Part III WRITING FOR DIFFERENT PURPOSES, 
CHAPTER 4 Narrative Writing Carol Booth Olson and Lauren Godfrey, 81, 
CHAPTER 5 Writing from Source Material Michael Hebert, 108, 
CHAPTER 6 Argumentative Writing Ralph P. Ferretti and William E. Lewis, 135, 
CHAPTER 7 Writing to Learn Perry D. Klein, Katrina N. Haug, and Ashley Bildfell, 162, 
CHAPTER 8 Writing with Digital Tools Rachel Karchmer-Klein, 185, 
Part IV TEACHING WRITING, 
CHAPTER 9 Handwriting and Spelling Rui Alexandre Alves, Teresa Limpo, Naymé Salas, and R. Malatesha Joshi, 211, 
CHAPTER 10 Sentence Construction Bruce Saddler, 240, 
CHAPTER 11 Planning Debra McKeown and Erin FitzPatrick, 261, 
CHAPTER 12 Evaluation and Revision Charles A. MacArthur, 287, 
CHAPTER 13 Reading-Writing Connections Timothy Shanahan, 309, 
CHAPTER 14 Assessing Writing Joshua Wilson, 333, 
CHAPTER 15 Instruction for Students with Special Needs Amy Gillespie Rouse, 361, 
CHAPTER 16 Instruction for English Learners Adrian Pasquarella, 385, 
Index, 406, 

CHAPTER 1

Evidence-Based Practices in Writing

Steve Graham

Karen R. Harris

Since the publication of the first and second editions of Best Practices in Writing Instruction (Graham, MacArthur, & Fitzgerald, 2007, 2013), little has changed in how writing is taught in the majority of classrooms in the United States. Teachers report they devote little time to teaching writing beyond grade 3, and students do little writing in or out of school for academic purposes (Applebee & Langer, 2011; Brindle, Harris, Graham, & Hebert, 2016; Gillespie, Graham, Kiuhara, & Hebert, 2014; Graham, Cappizi, Harris, Hebert, & Morphy, 2014). This stands in stark contrast to the other members of the three R's — reading and mathematics — subjects in which schools and teachers have devoted considerable effort to improving students' performance.

The general lack of attention to improving writing instruction nationwide during this and the last several decades should not distract from the phenomenal job that many schools and teachers do when teaching writing (Wilcox, Jeffrey, & Gardner-Bixler, 2016). Rather, what these educators have accomplished illustrates what is possible when we squarely focus our efforts on providing effective writing instruction. In fact, it is clear that we now have the instructional "know-how" needed to ensure that students become skillful writers. Reports from the Carnegie Corporation of New York (Graham, Harris, & Hebert, 2011; Graham & Hebert, 2010; Graham & Perin, 2007c) and the Institute of Education Sciences (Graham, Bollinger, et al., 2012; Graham et al., 2016) show we possess many tools for improving the quality of students' writing.

It is especially important at this time that we focus on bringing these best practices in writing instruction more fully into all classrooms. Many students do not develop the writing skills needed to be successful in today's world (National Center for Education Statistics, 2012). This places them at a disadvantage, as writing is virtually everywhere — at school, work, and home.

While concerns about students' writing are not new (Sheils, 1975), calls to improve writing instruction were largely ignored by past educational reform efforts in the United States. This changed with the advent of the Common Core State Standards (CCSS) movement (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). These standards, which were adopted by most states in the United States, made writing and writing instruction a central element of the school reform movement (Graham, Harris, & Santangelo, 2015). Learning to write and writing to learn were strongly emphasized in the CCSS, as students were expected to learn how to write for multiple purposes (e.g., to persuade, to inform, and to narrate) and use writing to recall, organize, analyze, interpret, and build knowledge about content or materials read across discipline-specific subjects. In effect, a basic goal of the CCSS was to revolutionize how writing was taught in U.S. schools and classrooms. This is a goal that we support without reservation.

This chapter and Best Practices in Writing Instruction as a whole address how we can provide effective writing instruction in today's schools. We think that if teachers know why writing is important, they will invest the energy and time needed to develop an excellent writing program. If they understand how writing develops, they will approach writing instruction in a flexible and reasonable manner. If they possess effective tools for teaching writing, they will have the know-how to maximize their students' success as writers. We address each of these assumptions in turn in this chapter and draw attention to other chapters in this volume that address each assumption more specifically.

Is Writing Important?

The answer to this question is an unqualified YES! First, writing is an extremely versatile tool used to accomplish a variety of goals (Graham, 2006b). It provides a mechanism for maintaining personal links with family, friends, and colleagues when we are unable to be with them in person. We use writing to share information, tell stories, create imagined worlds, explore who we are, combat loneliness, and chronicle our experiences. Writing can even make us feel better, as writing about our feelings and experiences can benefit us psychologically and physiologically (Smyth, 1998).

Writing also provides a powerful tool for influencing others. Books like Uncle Tom's Cabin by Harriet Beecher Stowe provided a catalyst for antislavery beliefs in 19th-century America, whereas The Jungle by Upton Sinclair changed the way we think about food preparation. The persuasive effects of writing are so great that many governments ban "subversive" documents and jail the offending authors.

Writing is an indispensable tool for learning and communicating. We use writing as a medium to gather, preserve, and transmit information. Just as important, writing about what we are learning helps us understand and remember it better. The permanence of writing makes ideas we are studying readily available for review and evaluation, its explicitness encourages establishing connections between these ideas, and its active nature fosters the exploration of unexamined assumptions (Applebee, 1984). The impact of writing on learning was captured in two meta-analyses (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham & Perin, 2007c), which found that writing about content material enhanced students' learning in social studies, science, mathematics, and the language arts. Two examples of a writing-to-learn activity are presented in Figure 1.1 (see also Klein, Haug, & Bildfell, Chapter 7, this volume).

Furthermore, students understand material they read better if they write about it. As with writing about concepts presented in science or other content classes, writing about material read provides students with a tool for...

Details zur Ausgabe

• Verlag: Guilford Publications
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1462537960
• ISBN 13: 9781462537969
• Einband: Taschenbuch
• Auflage: 3
• Anzahl der Seiten: 416
• Herausgeber: Graham Steve, Macarthur Charles A., Hebert Michael
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Logos Europe; contact@logoseurope.eu; ; 9 Rue Nicolas Possin; La Rochelle; 17000; Frankreich