Submitted
by Tina L. Thomen
SLM: 521:
Telecommunications & The Internet
Elective 11: Research Journal Databases
Topic: “Writing
Instruction”
Citation #1
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Title: |
Educators Hope SAT's New Essay Will Bolster Writing in
Schools. |
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Authors: |
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Source: |
Education Week; |
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Document
Type: |
Article |
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Subject
Terms: |
*EDUCATION, Secondary |
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6111 Elementary and Secondary Schools |
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Abstract: |
This article reports that high school students taking part
in the ritual of the nation's most-used college-entrance exam will have to
invest time to ponder a provocative passage about human nature and to draft
an essay outlining one's views on a related philosophical question, beginning
in March. As they gear up for the new Scholastic Aptitude Test, teachers are
finding ways to incorporate more writing instruction into
their lessons and to coach students in formulating quick, succinct, and
organized responses to the kinds of questions they may confront in the new writing
section. INSET: The Write Stuff. |
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Full Text
Word Count: |
1276 |
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ISSN: |
0277-4232 |
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Accession
Number: |
16020072 |
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Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=16020072 |
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Database: |
Academic
Search Premier |
Citation #2:
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Title: |
Is Process Writing the "Write Stuff "? |
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Authors: |
Unger, Jess1 |
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Source: |
Educational Leadership; Oct2004, Vol. 62
Issue 2, p90-91, 2p |
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Document
Type: |
Article |
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Subject
Terms: |
*EDUCATIONAL surveys |
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Abstract: |
Focuses on process writing, an
effective approach to writing instruction.
Results of a 1992 survey on the view of students on the emphasis their
teachers placed on several writing practices that characterize
process writing,
conducted by the U.S. National Assessment of Educational Progress (NAEP);
Information on the writing practices that are associated
with higher scores on the 1992 NAEP test; School practices in one program
that have an indirect effect on writing ability. |
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Author
Affiliations: |
1Senior Research Analyst, American
Institutes for Research (AIR) |
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Full Text
Word Count: |
1309 |
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ISSN: |
0013-1784 |
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Accession
Number: |
14635606 |
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Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=14635606 |
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Database: |
Academic
Search Premier |
Citation #3:
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Title: |
The Impact of Electronic Communication on Writing. ERIC
Digest. |
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Author(s): |
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Publication
Year: |
2003 |
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Descriptors: |
*Computer Mediated Communication; *Electronic Text; *Language Usage; *Writing Instruction; Collaborative Writing; Elementary Secondary Education; Higher Education; Writing Achievement; Writing Processes; Written Language |
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Identifiers: |
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Abstract: |
Noting that electronic communication places new demands on
language that leads to interesting variations in written language use, this
Digest summarizes insights gained from research on writing
behavior and performance in the electronic age. It concludes that both the
process and the content of writing are evolving in response to the
increased use of electronic media for writing instruction and to
the language of electronic communication itself. (RS) |
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Notes: |
ERIC/REC Digest number 188. |
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Corporate
Source: |
ERIC
Clearinghouse on Reading, English, and Communication, Bloomington, IN.
(BBB30995) |
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Sponsoring
Agency: |
Institute of
Education Sciences (ED), Washington, DC. (EDD00131) |
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Country of
Publication: |
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Language: |
English |
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Clearinghouse: |
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Contract
Number: |
ED-99-CO-0028 |
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Report
Number: |
EDO-CS-03-09 |
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Number of
Pages: |
4 |
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Publication
Type: |
ERIC Information Analysis Products (IAPs)
(071) |
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Availability: |
Full Text from ERIC |
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Journal
Code: |
RIEFEB2004 |
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Entry
Month: |
200402 |
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ERIC
Number: |
ED477614 |
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Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=eric&an=ED477614 |
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Database: |
ERIC |
Citation #4:
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Title: |
Explicitly Teaching Strategies, Skills, and Knowledge : Writing Instruction in Middle
School Classrooms |
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Author(s): |
De La Paz, Susan, Department of Education, Santa
Clara University |
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Source: |
Journal of Educational Psychology,
Vol. 94(4), December 2002. pp. 687-698. |
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Publisher: |
American Psychological Association |
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ISSN: |
0022-0663 |
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Digital
Object ID: |
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Article
Type: |
Journal Article |
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Abstract: |
Writing is a
very demanding task, requiring the orchestration of a variety of cognitive
resources. For developing writers, it can be especially demanding, as they
have not yet mastered important writing processes, skills, and knowledge
involved in planning, drafting, and revising text. In the present study,
middle school students were directly taught strategies that facilitated the
execution of each of these processes. They were also taught the knowledge and
skills needed to carry out these strategies. In comparison to peers in the
control condition, students in the experimental treatment condition produced
essays that were longer, contained more mature vocabulary, and were
qualitatively better. These gains were evident immediately following instruction and on
a short-term maintenance probe administered 1 month later. |
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Accession
Number: |
edu944687 |
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Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=edu944687 |
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Database: |
PsycARTICLES |
Citation #5 (Linked to PsycARTICLES from
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Title: |
The Effects of Goal Instructions and Text on the Generation
of Counterarguments During Writing |
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Author(s): |
Nussbaum, E.
Michael, Department of Educational Psychology, University of Nevada, Las
Vegas |
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Source: |
Journal of Educational Psychology, Vol. 97(2), May 2005.
pp. 157-169. |
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Publisher: |
American Psychological Association |
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ISSN: |
0022-0663 |
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Digital
Object ID: |
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Article
Type: |
Journal Article |
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Abstract: |
The authors investigated ways of encouraging students to
consider more counterarguments when writing argumentative texts. One hundred
eighty-four undergraduates wrote essays on TV violence. In Experiment 1,
students given specific goals generated more counterarguments and rebuttals
than controls. In Experiment 2, some participants were provided with a text
outlining arguments/counterarguments; some were also asked to write a
persuasive letter. Prior attitudes toward the topic were also measured.
Persuasion instructions negatively affected and text (without persuasion
instructions) positively affected counterargumentation
and the overall quality of arguments. Text was only effective, however, for
students with less extreme prior attitudes. The danger of using persuasion
goals and the advantages of using more specific goals (with text) are
discussed. |
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Accession
Number: |
edu972157 |
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Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=edu972157 |
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Database: |
PsycARTICLES |