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Writing instruction to support literacy success / / edited by Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan
| Writing instruction to support literacy success / / edited by Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Group Publishing Limited, , 2017 |
| Descrizione fisica | 1 online resource (345 pages) : illustrations, tables |
| Disciplina | 370.7 |
| Collana | Literacy Research, Practice and Evaluation |
| Soggetto topico |
Education - Research
Report writing - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-78635-525-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910153222903321 |
| Bingley, England : , : Emerald Group Publishing Limited, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Writing instruction to support literacy success [[electronic resource] /] / [edited by] Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan
| Writing instruction to support literacy success [[electronic resource] /] / [edited by] Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Group Publishing Limited, , 2017 |
| Descrizione fisica | 1 online resource (345 pages) : illustrations, tables |
| Disciplina | 370.7 |
| Altri autori (Persone) |
OrtliebEvan
CheekEarl H VerlaanWolfram |
| Collana | Literacy research, practice and evaluation |
| Soggetto topico |
Education - Teaching Methods & Materials - General
Literacy strategies Education - Research Report writing - Study and teaching |
| ISBN | 1-78635-525-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910798862603321 |
| Bingley, England : , : Emerald Group Publishing Limited, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Writing instruction to support literacy success / / [edited by] Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan
| Writing instruction to support literacy success / / [edited by] Evan Ortlieb, Earl H. Cheek, Jr., Wolfram Verlaan |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Group Publishing Limited, , 2017 |
| Descrizione fisica | 1 online resource (345 pages) : illustrations, tables |
| Disciplina | 370.7 |
| Altri autori (Persone) |
OrtliebEvan
CheekEarl H VerlaanWolfram |
| Collana | Literacy research, practice and evaluation |
| Soggetto topico |
Education - Teaching Methods & Materials - General
Literacy strategies Education - Research Report writing - Study and teaching |
| ISBN | 1-78635-525-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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. |
| Record Nr. | UNINA-9910826966903321 |
| Bingley, England : , : Emerald Group Publishing Limited, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||