Writing Instruction

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This article presents evidence-based practices (EBPs) for teaching writing to school-aged students. These practices were drawn from over 20 meta-analyses examining true- and quasi-experiments testing specific writing interventions. The EBPs are presented within the context of two primary theories that have been influential in shaping our understanding of writing and writing development. The social/contextual view of writing emphasizes the importance of context in writing development, including the role of social, cultural, historical, and institutional factors. The cognitive/motivational view stresses the importance of developing students' writing skills, strategies, knowledge, and motivation. Recommendations and caveats for applying the evidence-based writing practices identified here are examined.

Original languageEnglish (US)
Title of host publicationInternational Encyclopedia of the Social & Behavioral Sciences: Second Edition
PublisherElsevier Inc.
Pages767-772
Number of pages6
ISBN (Electronic)9780080970875
ISBN (Print)9780080970868
DOIs
StatePublished - Mar 26 2015

Keywords

  • Composition
  • Development
  • Evidence-based practice
  • Instruction
  • Knowledge
  • Motivation
  • Process writing
  • Skills
  • Strategy instruction
  • Writing

ASJC Scopus subject areas

  • Social Sciences(all)

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