Writing Instruction to Support Literacy Success Vol: 7
Evan Ortlieb
St John's University, USA
Earl H. Cheek Jr.
Monash University, Australia
Wolfram Verlaan
University of Alabama in Huntsville, USA
Evan Ortlieb
St John's University, USA
Earl H. Cheek Jr.
Monash University, Australia
Wolfram Verlaan
University of Alabama in Huntsville, USA
Product Details
- Format:
- Paperback
- ISBN:
- 9781786355263
- Published:
- 21 Nov 2016
- Publisher:
- Emerald Group Publishing Limited
- Dimensions:
- 344 pages - 152 x 229 x 18mm
- Series:
- Literacy Research, Practice and Evaluation
Categories:
For the last five years or so, 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 will feature prominent researchers sharing their evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result of this design, the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years.
Introduction
Rethinking Writing Products And Processes In A Digital Age - Evan Ortlieb, Wolfram Verlaan, Earl H. Cheek Jr. and Danielle DiMarco
Turning Around The Progress Of Struggling Writers: Key Findings From Recent Research - Sinéad Harmey and Emily Rodgers
Accelerating Student Progress In Writing: Examining Practices Effective In New Zealand Primary School Classrooms - Judy M. Parr
Ideas As A Springboard For Writing In K-8 Classrooms - Kathleen M. Alley and Barbara J. Peterson
Process With A Purpose: Low-Stakes Writing In The Secondary English Classroom - Sue Verlaan and Wolfram Verlaan
Learning Language And Vocabulary In Dialogue With The Real Audience: Exploring Young Writers' Authentic Writing And Language Learning Experiences - Ewa McGrail, J. Patrick McGrail and Alicja Rieger
Understanding A Digital Writing Cycle: Barriers, Bridges, And Outcomes In Two Second-Grade Classrooms - Jessica S. Mitchell, Rachael F. Thompson and Rebecca S. Anderson
Classroom Writing Community As Authentic Audience: The Development Of Ninth-Graders' Analytical Writing And Academic Writing Identities - Susan S. Fields
Engaging Students In Multimodal Arguments: Infographics And Public Service Announcements - Emily Howell
The Use Of Google Docs Technology To Support Peer Revision - Jessica Semeraro and Noreen S. Moore
A Framework For Literacy: A Teacher Researcher Partnership Considers The “C-S-C Paragraph” And Literacy Outcomes - Christopher W. Johnson
Powerful Writing Instruction: Seeing, Understanding, And Influencing Patterns - Marla Robertson, Leslie Patterson and Carol Wickstrom
Fourth Graders As Researchers: Authors And Self-Illustrators Of Informational Books - Anita Nigam and Carole Janisch
Seniors, Scholars, Researchers: Using An Inquiry Approach To Writing The Research Paper - Sarah M. Fleming
Augmenting Academic Writing Achievement For All Students - Wally Thompson, Debra Coffey and Traci Pettet
Evan Ortlieb, St. John's University, New York, NY, USA
Earl H. Cheek, JR., Louisiana State University, Baton Rouge, LA, USA
Wolfram Verlaan, University of Alabama in Huntsville, Huntsville, AL, USA
