Friday, May 18, 2018

Writing Resources to Help With Teaching

Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261–277. 
Aguirre-Muñoz, Z., Park, J.-E., Amabisca, A., & Boscardin, C. K. (2009). Developing Teacher Capacity for Serving ELLs’ Writing Instructional Needs: A Case for Systemic Functional Linguistics. Bilingual Research Journal, 31(1–2), 295–322. 
Beason, L. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English, 27(4), 395–422.
Bostiga, S. E., Cantin, M. L., Fontana, C. V., & Casa, T. M. (2016). Moving Math in the Write Direction: Reflect and Discuss. Teaching Children Mathematics, 22(9), 546. 
Calkins, L. (1994). The art of teaching writing. Portsmouth, N.H. : Heinemann, 1994.
Calkins, L. M. . (1980). Children’s Rewriting Strategies. Research in the Teaching of English, 14(4), 331–341.
Calkins, L. M. . (1986). The Art of Teaching Writing. Heinemann Educational Books Inc., 70 Court St., Portsmouth, NH 03801 ($16.00).
Chase, M. (2012). Revision Process and Practice: A Kindergarten Experience. Language Arts, 89(3), 166–178.
Coombs, D., & Goodwin, K. (2013). Give them something to talk about: the role of dialogue in mentoring relationships. English Journal, 102(3), 58.
Culham, R. (2003). 6+ 1 traits of writing: The complete guide grades 3 and up. Scholastic Inc. 
De La Paz, S., Swanson, P. N., & Graham, S. (1998). The contribution of executive control to the revising by students with writing and learning difficulties. Journal of Educational Psychology, 90(3), 448–460. 
Dennis, L., & Votteler, N. (2013). Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners. Early Childhood Education Journal, 41(6), 439–446. 
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.
Edmister, E., Staples, A., Huber, B., & Garrett, J. W. (2013). Creating Writing Opportunities for Young Children. Young Exceptional Children, 16(3), 24–35. 
Elbow, P. (1997). High stakes and low stakes in assigning and responding to writing. New Directions for Teaching and Learning, 1997(69), 5–13.
Florio, S., & Clark, C. M. (1982). The functions of writing in an elementary classroom. Research in the Teaching of English, 16(2), 115–130.
Fulwiler, T. (1997). Writing back and forth: Class letters. New Directions for Teaching and Learning, 1997(69), 15–25.
Gallagher, C., & Lee, A. (2008). Teaching Writing That Matters: Tools and Projects That Motivate Adolescent Writers. New York: Scholastic Teaching Resources.
Gere, A. R., & Abbott, R. D. (1985). Talking about writing: The language of writing groups. Research in the Teaching of English, 362–385.
Gilbert, J., & Graham, S. (2010). Teaching Writing to Elementary Students in Grades 4–6: A National Survey. The Elementary School Journal, 110(4), 494–518. 
Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse
Graham, S., Capizzi, A., Harris, K., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: a national survey. Reading and Writing, 27(6), 1015–1042. 
Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. 
Graham, S., & Perin, D. (2007b). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. Alliance for Excellent Education.
Hackney, S., & Newman, B. (2013). Using the Rhetorical Situation to Inform Literacy Instruction and Assessment across the Disciplines. English Journal, 103(1), 60.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. New York : Guilford Publications, Inc., 2012.
Harris, M. (1995). Talking in the Middle: Why Writers Need Writing Tutors. College English, 57(1), 27.
Hessler, T., Konrad, M., & Alber-Morgan, S. (2009). Assess Student Writing. Intervention in School and Clinic, 45(1), 68–71. 
Holston, V., & Santa, C. (1985). RAFT: A Method of Writing across the Curriculum That Works. Journal of Reading, 28(5), 456–457.
Horn, M. (2005). Listening to Nysia: Storytelling as a Way into Writing in Kindergarten. Language Arts [H.W. Wilson - EDUC], 83(1), 33.
Hunter, J. D., & Caraway, H. J. (2014). Urban Youth Use Twitter to Transform Learning and Engagement. The English Journal, 103(4), 76–83.
Jacobson, L. T., & Reid, R. (2010). Improving the persuasive essay writing of high school students with ADHD. Exceptional Children, 76(2), 157–175.
Jacobson, L. T., & Reid, R. (2012). Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties. Exceptionality, 20(4), 218–234. 
Kail, S. R. (2008). Vocabulary Instruction Goes “Old School.” The English Journal, 97(4), 62–67.
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160. 
Lawrence, J. F., Galloway, E. P., Yim, S., & Lin, A. (2013). Learning to Write in Middle School? Journal of Adolescent & Adult Literacy, 57(2), 151–161.
Lee, J. (2013). Can Writing Attitudes and Learning Behavior Overcome Gender Difference in Writing? Evidence From NAEP. Written Communication, 30(2), 164–193. 
Leverenz, C. S. (2014). Design thinking and the wicked problem of teaching writing. Computers and Composition, 33, 1–12.
Lewison, M., & Heffernan, L. (2008). Rewriting Writers Workshop: Creating Safe Spaces for Disruptive Stories. Research in the Teaching of English, 42(4), 435–465.
Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84(2), 177–193. 
Monroe, B. W., & Troia, G. A. (2006). Teaching Writing Strategies to Middle School Students with Disabilities. The Journal of Educational Research, 100(1), 21–33.
Morgan, D. N. (2012). Teaching Writers through a Unit of Study Approach. Voices from the Middle, 19(3), 32.
Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166.
Norton, P. (2013). Using concept mapping as a strategy to improve essay structure. Literacy Learning: The Middle Years, 21(1), i–xi.
Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28(3), 313–331.
Pifarré, M., & Kleine Staarman, J. (2011). Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. International Journal of Computer-Supported Collaborative Learning, 1–19.
Porter, R., Guarienti, K., Brydon, B., Robb, J., Royston, A., Painter, H., … Smith, M. H. (2010). Writing better lab reports: a teacher research project to improve the quality of students’ writing. The Science Teacher, 77(1), 43.
Rael, P. (2005). What Happened and Why? Helping Students Read and Write Like Historians. The History Teacher, 39(1), 23–32.
Rose, D., & Meyer, A. (2002). Chapter 6: Using UDL to Support Every Student’s Learning. In Teaching Every Student in the Digital Age: Universal Design for Learning. 1703 N. Beauregard St., Alexandria, VA: Association for Supervision and Curriculum Development,. Retrieved from http://cast.org/teachingeverystudent/ideas/tes/chapter6.cfm
Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers. Exceptionality, 12(1), 3–17. 
Sargent, M. E. (1997). Peer response to low stakes writing in a WAC literature classroom. New Directions for Teaching and Learning, 1997(69), 41–52.
Shoudong FengPowers, K. (2005). The Short- and Long-Term Effect of Explicit Grammar Instruction on Fifth Graders’ Writing. Reading Improvement, 42(2), 67–72.
Simmerman, S., Harward, S., Pierce, L., & Peterson, N. (2012). Elementary Teachers’ Perceptions of Process Writing. Literacy Research and Instruction, 51(4), 292.
Sjoberg, C. A., Slavitt, D., & Coon, T. (2004). Improving Writing Prompts to Improve Student Reflection. Mathematics Teaching in the Middle School [H.W. Wilson - EDUC], 9(9), 490.
Sorcinelli, M. D., & Elbow, P. (1997). Writing to learn (Vol. no. 69). San Francisco, Calif. : Jossey-Bass, c1997.
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95(3), 241–262.
Wilhelm, J. (2012). What Must Be Taught about Writing: Five Kinds of Knowledge and Five Kinds of Composing. Voices from the Middle, 19(3), 50.
Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students’ collaborative writing. Educational Technology & Society, 14(1), 43.
Zinsser, W. (2013). Writing to Learn: How to Write - and Think - Clearly About Any Subject at All. Harper Paperbacks.

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