Writing is an often overlooked component of literacy, but the ability to write clearly and communicate effectively is critical to students' classroom and workplace success. Thoughtful writing assignments can provide a means to enhance students' vocabulary, comprehension, and spelling skills.
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Writing enables students to process, organize, formulate, and extend their thinking about what they have been learning. In addition, teachers can also assign writing to help students evaluate what they know and understand about a topic. These writing-to-learn strategies help foster students' abilities to make predictions, build connections, raise questions, discover new ideas, and promote higher-level thinking.
Because writing is thinking, the organization of students' writing reflects both the structure of their thinking and the depth of their understanding. Students should be writing in all their classes, explaining what they know and how they know it. Thus, it's essential for content-area teachers to give students meaningful analytical writing assignments. Read An Introduction to Analytical Text Structures for more information and graphic organizers to help with writing instruction.
Many students are used to writing narratives — stories, description, even poetry, but have little experience with analytical writing. This article is an introduction to six analytical text structures, useful across content areas. See also Analytical Writing in the Content Areas.
Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the "main interface between the human and the computer." This Info Brief discusses how current speech recognition technology facilitates student learning, as well as how the technology can develop to advance learning in the future.
Learn how to conduct effective peer and teacher writing conferences to improve student writing.
It's a misconception that writing teachers simply tell students to write and wait to see what happens. Teachers should provide instruction in and exposure to various elements of writing to help students understand what good writing is.
Learn how to model a range of prewriting techniques and introduce several mnemonics to help students organize their writing.
Learn from an expert why some kids with learning disabilities struggle with writing and how some instructional approaches can help.
Learn about assistive technology tools — from abbreviation expanders to word-recognition software programs — that address your child's specific writing difficulties.
Cell phone novels are short stories designed to be read on cellular telephones. This article examines the Japanese trend and its potential in America.
Students who don’t write well aren’t able to learn and communicate effectively. This article explains what good writing skills are and how to help struggling young writers gain those skills through proper instruction.
Eli tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER (Prepare, Organize, Write, Edit, Revise).
Writing is a complex operation requiring knowledge of text structure, syntax, vocabulary, and topic, and sensitivity to audience needs; so it is not surprising that many teens find writing challenging. This article identifies the qualities of strong writing instruction, and offers advice to teachers for incorporating writing instruction into their practice, using tools like notebooks and journals, and sharing strategies that reinforce the importance of pre-writing and revision.
Sometimes writing is seen as the flip side of reading, and it is assumed that students who are proficient readers will naturally be proficient writers. While reading and writing are complementary skills, students do not become skilled writers without explicit instruction. This policy brief from the Alliance for Excellent Education examines how writing can be taught in secondary schools and how policy can encourage more teachers to undertake writing instruction.
What does research tell us about effective teaching techniques to help adolescents develop their writing skills? This article summarizes Writing Next, a 2007 study of adolescent writing instruction.
Being able to speak English fluently does not guarantee that a student will be able to use language effectively in academic settings. Fluency must be combined with higher order thinking skills to create an "academic language," which allows students to effectively present their ideas in a way that others will take seriously. The author, an ELL teacher, describes her use of "protocols" (a cheat sheet of sentence starters) to build students' cognitive academic language proficiency.
Technologyand especially the subset of technology tools known as assistive technologycan be an effective element of the writing curriculum for students with disabilities. Assistive technology (AT) can be defined as a technology that allows someone to accomplish a critical educational or life task. Since writing is so integral to school success, AT is often indicated to assist students with disabilities. In this article, CITEd looks at how technology can support students' writing.
Building on their research in secondary classrooms, the Center on English Learning and Achievement has developed guidelines that describe six essential features of effective literacy instruction and how teachers can implement them.
If parents and teachers understand why some students hate writing , they can targeted solution to address students' reluctance. Learn some reasons students avoid writing, and how increasing the automaticity of writing skills and underscoring an appreciation for the purpose of writing can help.