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Emig
Defines pre-writing; case study of eight 12th grade students elements present in writing=present in prewriting; reformat their wriitng through revising and editing. -
Graves
Students write longer in informal settings. -
Sommers
More advanced writers use more advanced revision techniques. -
Calkins: Process Writing
Andrea goes through the writing process over a period of several months. The teacher is peripheral, and students can learn to revise their own work. Learning is innate. Natural writing instruction...not direct presentations. -
Bereiter & Seardamalia
grades 4 and 6; composed writing, tape recorder, and disctation. The most words with tape recorder and fewest with writing. -
Sommers
Lower lever writers make lower level revisions than do stronger writers -
Hayes & Flower
writing starts with long-term memory; topic knowledge, understanding of purpose, and ability to relate previous writing experiences begin to influence the current task. complex and recursive, practice of planning, translating, and reviewing. Writers continue to process the text they have written as they continue to write more, resulting in more. Ideas reviewing and monitoring. Setting goals and organzing writing is important.Ideas come before writing. Writing is recursive. -
Flower & Hayes
Writers begin their work with a plan; against current instructional practices of focusing on syntax and structure. Writing is recursive.
Task environment, writer’s longterm memory, and writing processes (planning, translating, and reviewing). -
Applebee
Writing instruciton is presentational; limited peer discussion, mostly topic-centered **ordered text -
Graves: Process Writing
first-third grade students; writing process is made up of subprocesses (like topic selection, handwriitng, spelling, etc.); time & space: the page, the process, the information.; external to internal, speaking outloud to writing down; egocentric to sociocentric, writing for play to writing for others; explicit to implicit, almost like switching stance, moving from telling every detail to hiding meaning in writing; natural writing instruction -
Applebee, Lehr, & Auten
Students need a context for writing, and they should write to learn. -
Petrosky
Written responses make reading and writing more meaningful. -
Hidi & Hildyard
3rd and 5th grade students. When students have difficult writing, it may be because they have difficulty with the discourse itself, not the writing process. Write longer and more cohesviely with narrative and 5th over 3rd. -
Graves
Explains how process writing works in a classroom; student-centered -
Salvatori
Written responses make reading and writing more meaningful -
Heath
Writers as Ethnographers in Ways with Words; student-centered; complext reading and writing; 5th grade students -
Sowers
Sowers worked with Graves and Calkins on the Atkinson project in NH; writing cycle; students benefit from discussing their writing -
Johnson & Johnson
Coperative Learning -
Center for the Study of Writing
Its major initiatives were: inquiry learning, reading and writing and discourse and technology, and socio-cognitive theory development. -
Hillocks
Writes Research on Written Composition and explains the history of process writing from 1970-early 1980s -
Calkins
The Art of Teaching Writing; writers workshop text;how to -
Calkins
Writing workshop -
Langer & Applebee
How Writing Shapes Thinking; more learning occurs when the student and teacher are active than in a process writing approach. -
Pappas &I Brown
Children must understand reading before they can understand writing -
Moll & Diaz
Social contexts matter for students as they learn to read and write. -
North
North explains what studies about writing should look like. Critiques Emig 1971 among others -
Slavin: Cooperative learning
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Moll & Greenberg
Funds of knowledge -
Hansen & Graves
Curriculum should change to reflect reading and writing together -
Lave & Wenger
communities of practice and situated learning -
Calkins
New edition of The Art of Teaching Writing; walks through writers workshop; mini-lessons; writing response grouops; using literature to guide writing -
Lensmire
Progressive writing -
Delpit
Progressive writing -
Fountas, I. C., & Pinnell
Students should participate in small group discussions about text. Children will develop literacy skills through center activities. -
New London Group
Reconceptualizing and redesigning literacy -
Kamberelis
Exposure to different genres when reading may account for students’ varying writing abilities across genre types. -
Harris & Graham
Self-Regulated Strategy Development model (SRSD) -
Kamberelis, G., & Bovino
Cultural artifacts may help students' reading and writing. -
Lunsford
Reading and discussing arguments while applying Toulmin’s model helped students’ develop their writing arguments. -
Handbook of Writing Research 2nd ed
Includes extensive information on applying sociocultural theory. Alos, includes technology and ELL. -
Walsh
Students worked together in a multimodal learning environment to create podcasts. They had to engage in reading, writing, speaking, listening, designing, and using to accomplish the tasks. Many of these occurred simultaneously. Moving forward the field needs strategies for interactions, not just strategies/theories for teaching and understanding reading and writing separately. -
Kirkland & Jackson
These students used popular culture to mediate school literacy activities. Example of applying multicultural education theory and multimodal social semiotics to reading and writing instruction. -
Wickstrom, C., Patterson, L., & Isgitt, J.
Culturally mediated writing instruction: CMWI -
Purcell-Gates et al.
Measuring situated literacy activity -
Dutro et al
Children's identities are influenced by being labeled non-proficient writers -
NWP
Continues to emphasize technology. Also emphasizes analytic writing.