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41 Resources, Tools, And Apps To Improve Writing Skills by Tom Vander Ark first appeared on gettingsmart.com Math gets all the love–at least that appears…
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EFFECTIVE STRATEGIES TO IMPROVEWRITING OF ADOLESCENTS IN MIDDLE AND HIGH SCHOOLS
Interesting look at where to direct the instruction of writing.
Teaching HS writing is finally gaining attention...this is a helpful guide to starting the journey.
I did not read this, but, as a junior high teacher, I thought it would offer something.
There is an expected research paper voice and while the mode is driven by organization, voice still plays a part in this form of writing.I'd describe the desired voice in this mode as; authoritative. Other descriptors would be strong, confident, and understanding. Lovitts 2007 p 36
While the voice of a research report is more constrained, it's there. By helping your students learn to recognize voice you clarify the intent of the writing and help build the concept.
reference:Lovitts, B. E. 2007 Making the implicit explicit: creating performance expectations for the dissertation. Virginia, Stylus Publishing
Good for librarians and teachers....
"The list of recommendations presented below is based on scientific studies of students in grades 4–12. The strategies for teaching writing are listed according to the magnitude of their effects. Practices with the strongest effects are listed first.... All of the strategies are potentially useful, and we encourage teachers to use a combination of strategies to best meet the needs of their students.
A wacky we-search paper is when you use your research facts to funny purposes. Here are a few examples from Barry's book for kids, 51 Wacky We-search We-ports
This scientific study conducted in 74 Oregon elementary schools showed that the 6+1 Trait Writing model caused a statistically significant increase in student writing scores during the year in which it was studied.
When students receive writing instruction, their reading fluency and comprehension seem to improve.
In the Harvard Educational Review (Winter 2012), Steve Graham and Michael Hebert (Vanderbilt) report the results of a meta-analysis of 95 literacy studies, which confirmed the following:
The key to teaching new literacy skills is to change the focus of student writing. The written essay developed because it was easy for most people to create using the available pen-and-ink and typewriter technologies. Until this century, audio and video could be created only by the few with access to complex technology.
The Purdue University Online Writing Labserves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.
Welcome to the Purdue OWL. We offer over 200 free resources including:
But when asked whether today's digital technologies are narrowing or widening the gap between the most and least academically successful students in an individual classroom, 44 percent of teachers said technology is narrowing the gap and 56 percent said it is widening the gap, suggesting that teachers are divided on the role technology can have on broadening or diminishing the digital divide among students.
The jury is still out on whether digital technology is helping or hindering student achievement.
Free, full text html or pdf article on education tecnnology. This is a rich research archive!
This original summarizing activity was inspired by Barry Lane's awesome book, 51 Wacky We-Search Reports. Barry's fifty-one writing formats in his book teach students how to summarize (not plagiarize) facts from readings or from class notes. The book also encourages humor in the classroom, and using it will help you build a community among your student writers. If you don't own this book, but like the assignment on this page, we strongly recommend you purchase a copy.
At the School Library Journal Leadership Summit 2011, Pew Internet Director Lee Rainie looked at the “state of reading” in the digital age by going through (Check out this SlideShare presentation : Reading, Writing, & Research in the Digital ...)...
Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.
Archives of the Journal of the Virginia Writing Project
These are the digital archives of the Journal of the Virginia Writing Project. Here you can immerse yourself in articles from past issues of our journal, which for over 10 years has provided thought-provoking, practical, and inspiring pieces on exemplary teaching practices and cutting-edge issues from some of the Virginia’s most talented, skilled, and accomplished teachers of writing.
All issues of JVWP are now online. You can download entire issues or you can download individual articles. We invite you to enjoy and share these articles with your colleagues and friends.
All five studies analyzed pre/post student writing samples. The writing, with identifying information removed, was independently evaluated at NWP's national scoring conference. Building on a long tradition of writing assessment, the NWP defined a rigorous framework for evaluating student writing, using "anchor papers"—samples exemplifying each level of achievement—along with descriptive commentary.
More than 7,500 writing samples were scored using a rubric adapted from the 6+1 Traits Writing Model (Culham 2003). The four-point scale was extended to six points in order to increase sensitivity, and language was clarified to enhance reliability.
The rubric addressed six specific attributes of writing: ideas, organization, voice, sentence fluency, word choice, and conventions (Bellamy 2005). Each writing sample also received an overall holistic score.