The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations–including students with disabilities and English learners–are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified.
New to This Edition
*Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development.
*Chapters on new literacies, out-of-school writing, translation, and self-regulation.
*Many new topics and authors, including more international perspectives.
*Multiple chapters connect research findings to the Common Core writing standards.
See also
Best Practices in Writing Instruction, Third Edition, edited by Steve Graham, Charles A. Mac Arthur, and Michael Hebert, an accessible course text and practitioner’s guide.
Cuprins
Introduction, Charles A. Mac Arthur, Steve Graham, and Jill Fitzgerald
I. Theories and Models of Writing
1. What Do Sociocultural Studies of Writing Tell Us about Learning to Write?, Charles Bazerman
2. Writing Research from a Cognitive Perspective, Charles A. Mac Arthur and Steve Graham
3. Writing Research from a New Literacies Lens, Donald J. Leu, David Slomp, Lisa Zawilinski, and Julie Corrigan
II. Writing Development
4. Writing Process Theory: A Functional Dynamic Approach, Huub van den Bergh, Gert Rijlaarsdam, and Elke van Steendam
5. Understanding Planning in Text Production, Mark Torrance
6. A Sociocultural Perspective on Writing Development: Toward an Agenda for Classroom Research on Students’ Use of Social Practices, Richard Beach, George E. Newell, and Jennifer Van Der Heide
7. After Writing, After School, Katherine Schultz, Glynda A. Hull, and Jennifer Higgs
8. The Development of Multileveled Writing Systems of the Brain: Brain Lessons for Writing Instruction, Karin H. James, R. Joanne Jao, and Virginia Berninger
9. From Language to Text: The Development and Learning of Translation, Michel Fayol
10. From Text to Language and Back: The Emergence of Written Language, Liliana Tolchinsky
11. Self-Efficacy Beliefs and Motivation in Writing Development, Roger H. Bruning and Douglas F. Kauffman
12. Self-Regulation and Writing: Meta-Analysis of the Self-Regulation Processes in Zimmerman and Risemberg’s Model, Tanya Santangelo, Karen R. Harris, and Steve Graham
13. Relationships between Reading and Writing Development, Timothy Shanahan
III. Instruction in Writing
14. Evidence-Based Practice and Writing Instruction: A Review of Reviews, Steve Graham, Karen R. Harris, and Amber B. Chambers
15. New Developments in Genre-Based Literacy Pedagogy, David Rose
16. Writing to Learn, Perry D. Klein, Nina Arcon, and Samanta Baker
17. Sociocultural Approaches to High School Writing Instruction: Examining the Roles of Context, Positionality, and Power, Michelle Nguyen Kwok, Exequiel Ganding III, Glynda A. Hull, and Elizabeth Birr Moje
18. Instruction in Evaluation and Revision, Charles A. Mac Arthur
19. Grammar Instruction, Richard Hudson
20. Argumentative Writing, Ralph P. Ferretti and Yueyue Fan
21. Computer-Based Writing Instruction, Laura K. Allen, Matthew E. Jacovina, and Danielle S. Mc Namara
22. The Role of Professional Development for Enhancing Writing Instruction, Sarah J. Mc Carthey and Cristin M. Geoghegan
IV. Writing and Special Populations
23. Writing Development and Instruction for Students with Learning Disabilities: Using Diagnostic Categories to Study Writing Difficulties, Vince Connelly and Julie Dockrell
24. Writing Development and Instruction for English Language Learners, Alister Cumming
25. Teaching Writing in Culturally and Linguistically Diverse Classrooms, Valerie Kinloch and Tanja Burkhard
V. Analytic Tools for Writing Research
26. Automated Writing Evaluation: An Expanding Body of Knowledge, Mark D. Shermis, Jill Burstein, Norbert Elliot, Shayne Miel, and Peter W. Foltz
27. Keystroke Logging in Writing Research: Analyzing Online Writing Processes, Luuk Van Waes, Mariëlle Leijten, Eva Lindgren, and Ása Wengelin
28. Linguistic Analysis Tools, Pablo Pirnay-Dummer
Author Index
Subject Index
Despre autor
Charles A. Mac Arthur, Ph D, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. Currently he is coprincipal investigator of a research project evaluating a curriculum for college developmental writing courses based on self-regulated strategy instruction. He is coeditor of the
Journal of Writing Research and serves on the editorial boards of several other journals. Dr. Mac Arthur has published over 100 articles and book chapters and coedited or coauthored several books, including
Best Practices in Writing Instruction, Third Edition;
Handbook of Writing Research, Second Edition; and
Developing Strategic Writers through Genre Instruction.
Steve Graham, Ed D, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the
Journal of Educational Psychology. He has coedited several books, including
Handbook of Writing Research, Second Edition;
Handbook of Learning Disabilities, Second Edition; and
Best Practices in Writing Instruction, Second Edition; and is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the American Educational Research Association (AERA), and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He is a fellow of the AERA and the International Academy for Research in Learning Disabilities.
Jill Fitzgerald, Ph D, is Research Professor and Professor Emerita at The University of North Carolina at Chapel Hill. A former primary-grades teacher and reading specialist, she conducts research on literacy issues for multilingual learners, understanding text complexity, and vocabulary measurement. Dr. Fitzgerald is a member of the Reading Hall of Fame, a Fellow of the American Educational Research Association (AERA), and a recipient of research awards from Phi Delta Kappa, the International Reading Association, and the AERA. With more than 100 publications, she is associate editor of the
Journal of Educational Psychology and serves on the editorial boards of several other journals. She has also been a review panelist for the Office of Education, the Institute of Education, the National Institutes of Health, and the National Institute for Literacy.
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