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

• Record Nr.: UNINA9910826966903321
• Pubbl/distr/stampa: Bingley, England : , : Emerald Group Publishing Limited, , 2017; ©2017
• ISBN: 1-78635-525-6
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (345 pages) : illustrations, tables
• Collana: Literacy research, practice and evaluation, , 2048-0458 ; ; v. 7
• Altri autori (Persone): OrtliebEvan; CheekEarl H; VerlaanWolfram
• Disciplina: 370.7
• Soggetti: Education - Teaching Methods & Materials - General; Literacy strategies; Education - Research; Report writing - Study and teaching
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: 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 -- References -- Appendix -- Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms -- Introduction -- 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 -- References -- 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 -- Findings -- 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 -- Conclusion -- References -- 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 -- References -- Learning Language and Vocabulary in Dialogue with the Real Audience: Exploring Young Writers' Authentic Writing and Language Learning Experiences -- Introduction -- Literature Review -- Morphological Awareness -- Vocabulary Development -- Methodology -- Conceptual Framework -- Data Collection -- Data Analysis and Limitations -- Findings -- 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 -- References -- Understanding a Digital Writing Cycle: Barriers, Bridges, and Outcomes in Two Second-Grade Classrooms -- Perspectives -- Literature Review -- Digital Literacies in Elementary Classrooms -- Process Approach to Digital Writing in Elementary Classrooms -- Opportunities and Challenges in Digital Literacy Classrooms -- Methodology -- Context and Participants -- Data Collection -- Data Analysis -- Findings -- 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 -- References -- 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 -- Methods -- Setting -- Participants -- 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 -- Conclusion -- Notes -- References -- 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 -- Instructional Activities -- Elements of Argument -- Multimodal Composing and Digital Tools -- Potential Benefits for Students Exploring Multimodal Arguments -- References -- The Use of Google Docs Technology to Support Peer Revision -- Review of Literature -- Peer Revision -- Peer Revision and Adolescents -- Revising and Google Docs Technology -- Research Questions -- Method -- Data Analysis -- 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 -- Discussion -- Recommendations for Teachers -- Conclusion -- References -- A Framework for Literacy: A Teacher-Researcher Partnership Considers the "C-S-C Paragraph" and Literacy Outcomes -- Introduction -- The Classroom -- The Problem -- What do We Know? -- Writing to Learn, Writing to Argue -- Rhetoric -- Adolescent Literacy, Social Practice, and Situated Learning -- Methodology -- Findings -- 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 -- Discussion and Implications -- References -- 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? -- References -- Fourth Graders as Researchers: Authors and Self-Illustrators of Informational ; Books -- Theoretical Framework -- Writing Process -- Perspective -- Methodology -- Participants -- Data Sources and Collection -- Data Analysis -- 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.
• Sommario/riassunto: 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.