Synopses & Reviews
"This volume is an amazing synthesis of current theories and practices related to writing research and teaching. Each chapter addresses important topics in writing and provides interesting, thought-provoking suggestions for instruction. I recommend this book highly and enthusiastically. It is an ideal text for master's-level courses."--Patricia L. Anders, PhD, Department of Language, Reading and Culture, College of Education, University of Arizona "Jam-packed with current research and step-by-step classroom activities, this book immerses us in the world of writing and helps us examine our own understandings of what makes an effective writing practice. It is a solid read for teachers across the grade levels and a good choice for a book to be used districtwide."--Rich Kent, PhD, Maine Writing Project, College of Education and Human Development, University of Maine "Best Practices in Writing Instruction is a full compendium of research-based skills and strategies designed with one goal in mind: to promote writing effectiveness in the classroom. Offering detailed depictions of classrooms in action, the book covers social, emotional, and academic concerns, and introduces both overarching concepts and specific, focused activities. Importantly, a consistent theme of writing as a vehicle for thinking and learning is reflected throughout the book."--Douglas Kaufman, PhD, Neag School of Education, University of Connecticut
"This edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication."--Reading and Writing (on the first edition)
"This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the Common Core State Standards, writing instruction in a response-to-intervention framework, and teaching English language learners. This is a book for multiple audiences--educators can use the content to build a research-based writing program, while college and university instructors will find it a 'must have' for their courses."--Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut
"The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the Common Core State Standards. This is a rich source for current research and best-practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses."--Joanna P. Williams, PhD, Department of Human Development, Teachers College, Columbia University
"Designed to drive classroom practice, this book has the potential to revolutionize how writing is taught in today's schools and classrooms. The editors and contributors describe how instruction should evolve to meet the writing standards of the Common Core. The volume also addresses important writing skills and processes that are not addressed in the CCSS but are necessary for a balanced, comprehensive writing program. It distills a dense body of research into a highly readable synthesis of what is core and critical to K-12 writing instruction. For current or aspiring teachers--as well as administrators whose responsibilities include leading, supporting and developing teachers--this is a 'must read.'"--Catherine D'Aoust, MS, Co-Director, University of California, Irvine Writing Project
“Provides a great deal of research, examples, and strategies to improve writing instruction for teachers. The inclusion of CCSS and focus on 21st century writing skills makes this a highly relevant volume. The authors and editors recognize and reiterate that, though this is a volume on best practices, more than simple strategy implementation is necessary to truly make headway toward effective writing instruction; paradigm shifts toward better motivation, more relevant assessment, and supporting student transference of writing skills across contexts are central to the purposes of this book. That is where this volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume."--Journal of Writing Research
Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English-language learners and students with special needs are discussed. The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes.
An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learners and struggling writers. Helpful case examples are featured throughout.
New to This Edition
*Revised and expanded to address the CCSS.
*Incorporates the latest research and instructional procedures.
*Chapters on teaching argumentative and informative writing.
*Chapters on college and career readiness, writing to learn, writing about texts, and response to intervention.
See also the editors' Handbook of Writing Research, Second Edition, which provides a comprehensive overview of cutting-edge writing research that informs good practice.
About the Author
Steve Graham, EdD, is the Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University. A current editor of the Journal of Writing Research, he has received many awards, including the Career Research Award from the Council for Exceptional Children, and is a Fellow of the American Educational Research Association. The author or editor of numerous books on writing instruction and research, he is coeditor of the Guilford series What Works for Special-Needs Learners. His research focuses on identifying the factors that contribute to writing development and writing difficulties, developing and validating effective instructional procedures for teaching writing, and the use of technology to enhance writing performance.
Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. He served as coeditor of the Journal of Special Education and serves on the editorial boards of several other journals. His major research interests include writing development and instruction for struggling writers, adult literacy, development of self-regulated strategies, and applications of technology to support reading and writing. Dr. MacArthur has published over 100 articles and book chapters and several books, including the Handbook of Writing Research (coedited with Steve Graham and Jill Fitzgerald).
Jill Fitzgerald, PhD, is Distinguished Research Scientist at MetaMetrics in Durham, North Carolina, and Professor Emerita at the University of North Carolina at Chapel Hill, where she is currently Adjunct Research Professor in the School of Education. She is a recipient of the Outstanding Review of Research Award from the American Educational Research Association and the Dina Feitelson Research Award from the International Reading Association, and is a member of the Reading Hall of Fame. Her research interests center on literacy issues for multilingual learners and understanding text complexity. With more than 100 publications, Dr. Fitzgerald is associate editor of the Journal of Educational Psychology and serves on the editorial boards of several other journals.
Table of Contents
Introduction: Best Practices in Writing Instruction, Steve Graham, Charles A. MacArthur,
and Jill Fitzgerald
I. Designing Writing Programs
1. Writing Instruction in Engaging and Effective Elementary Settings
Michael Pressley, Lindsey Mohan, Lauren Fingeret, Kelly Reffitt, and Lisa Raphael Bogaert
2. Best Practices in Implementing a Process Approach to Teaching Writing, Ruie J. Pritchard and Ronald L. Honeycutt
3. Best Narrative Writing Practices When Teaching from a Developmental Framework, Anne McKeough, Jaime Palmer, Marya Jarvey, and Stan Bird
4. Best Practices in Developing a Writing across the Curriculum Program in the Secondary School, George E. Newell, Susan Koukis, and Stacy Boster
II. Strategies for Teaching and Learning
5. Writing Instruction for Young Children: Methods Targeting the Multiple Demands That Writers Face, David Coker
6. Best Practices in Teaching Planning, Steve Graham and Karen R. Harris
7. Best Practices in Teaching Evaluation and Revision, Charles A. MacArthur
8. Improving Sentence Construction Skills through Sentence-Combining Practice, Bruce Saddler
9. Best Practices in Spelling and Handwriting, Bob Schlagal
10. Best Practices in Promoting Motivation for Writing, Pietro Boscolo and Carmen Gelati
11. Best Practices in Using the Internet to Support Writing, Rachel Karchmer-Klein
12. Best Practices in Teaching Writing to Adolescents, Dolores Perin
13. Best Practices in Writing Assessment, Robert C. Calfee and Roxanne Greitz Miller
III. Special Populations
14. What Is Sound Writing Instruction for Multilingual Learners?, Jill Fitzgerald and Steve Amendum
15. Best Practices in Teaching Writing to Students with Special Needs, Susan De La Paz