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Writing Instruction to Support Literacy Success 1st Edition by Evan Ortlieb, Earl H Cheek, Wolfram Verlaan ISBN 9781786355256 1786355256

Name: Writing Instruction to Support Literacy Success 1st Edition by Evan Ortlieb, Earl H Cheek, Wolfram Verlaan ISBN 9781786355256 1786355256
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Writing Instruction to Support Literacy Success 1st Edition Evan Ortlieb Digital Instant Download

Author(s): Evan Ortlieb; Jr. Earl H. Cheek; Wolfram Verlaan

ISBN(s): 9781786355256, 1786355256

Edition: 1

File Details: EPUB, 2.58 MB

Year: 2016

Language: English

SKU: EB-51594772 Category: Uncategorized Tags: Evan Ortlieb, Jr. Earl H. Cheek, Wolfram Verlaan

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Writing Instruction to Support Literacy Success 1st Edition by Evan Ortlieb, Earl H Cheek, Wolfram Verlaan – Ebook PDF Instant Download/Delivery: 9781786355256 ,1786355256
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ISBN 10: 1786355256
ISBN 13: 9781786355256
Author: Evan Ortlieb, Earl H Cheek, Wolfram Verlaan

For the last five years or so, there has been a universal increase in expectations for academic writing alongside high-stakes tests, as students must master writing for pragmatic purposes including argumentative papers, dialogic narratives, and even research reports. All the while, research related to how to effectively prepare these students for success has been stymied with an over emphasis on other areas of literacy. This volume will feature prominent researchers sharing their evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result of this design, the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years.

Writing Instruction to Support Literacy Success 1st Edition Table of contents:

Rethinking Writing Products and Processes in a Digital Age
The Re-Membered Literacy Component
The High Stakes of Writing Development
Write Now
Theoretical Underpinnings of Writing
Writing as a Practice
A Shift toward Student-Centered Pedagogies
Maintaining the Motivation to Write
Opportunity and Challenge
Mixing the Process and Product Approaches
Digital Writing
Connecting Writing to Reading Today
References
Turning around the Progress of Struggling Writers: Key Findings from Recent Research
Design of Our Study
Participants
Sources of Data
Analysis
Findings
Key Feature of High Progress Students: Increasing Message Complexity
Teacher Support to Increase Message Complexity
Key Feature of High Progress Students: Improved Legibility
Teacher Support of Legibility
Key Feature of High Progress Students: Growing Independence
Teacher Support for Growing Independence
Increasing Responsibility to Use Sources of Knowledge
Creating Spaces for Problem-Solving
Practical Implications
Become familiar with linguistic complexity
Teach for linguistic complexity
References
Appendix
Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary Schoo
Introduction
The Context
A Theoretical Lens
Aims and Scope of the Chapter
Potential, Powerful Practices for Developing Writing and for Accelerating Progress
Knowing Your Writers
Making Connections with and Validating Cultural and Linguistic Funds of Knowledge
Learning Goals and Tasks: Alignment and Transparency
Providing Quality Feedback
Scaffolding Self-Regulation in Writers
Direct, Targeted Instruction
Differentiating Instruction
Conclusion
References
Ideas as a Springboard for Writing in K-8 Classrooms
Theoretical Perspectives on Idea Generation and Composing
Quality of Ideas and Writing Achievement
Methods
Literature Search Methods
Data Analysis and Synthesis
Findings
Students’ Sources and Processes for Idea Generation and Composing
Knowledge Sources and Preferences for Composing
Intertextual Processes for Idea Generation and Composing
Classroom Dialogue
Self-Talk
Peer-Talk
Play, Drama, and Drawing
Instructional Dimensions Mediating Students’ Development of Ideas
Influences of Content Curriculum and Literature
Strategy Instruction
Visual and Symbolic Tools
Approaches to Writing Instruction
Motivation to Write
Discussion and Practical Implications
Conclusion
References
Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom
Writing: Process or Product?
Writing Appraisal: Progress or Performance?
Freeing Students to Write
Fruitful Feedback, Further Thinking
Lowering the Stakes
Responding to In-Process Writing
Low-Stakes with a Purpose: Focused Freewriting
Inviting Improvement through On-Going Conversations on Paper
References
Learning Language and Vocabulary in Dialogue with the Real Audience: Exploring Young Writers’ Auth
Introduction
Literature Review
Morphological Awareness
Vocabulary Development
Methodology
Conceptual Framework
Data Collection
Data Analysis and Limitations
Findings
Learning Vocabulary and Language Use through Immersion/Acquisition
Learning Vocabulary and Language Use through Instruction
Discussion and Implications
Learning Vocabulary and Blogging
Language Study and Blogging
Implications
Notes
References
Understanding a Digital Writing Cycle: Barriers, Bridges, and Outcomes in Two Second-Grade Classroom
Perspectives
Literature Review
Digital Literacies in Elementary Classrooms
Process Approach to Digital Writing in Elementary Classrooms
Opportunities and Challenges in Digital Literacy Classrooms
Methodology
Context and Participants
Data Collection
Data Analysis
Findings
Student Barriers in Digital Writing Classrooms
Diverse Background Experiences of Students
Cognitive Overload Experienced by Students
Teacher Bridges in Digital Writing Classrooms
Incremental Introduction of Digital Tools Following a Process Writing Approach
Implementation of Social Support Structures
Outcomes in Digital Writing Classrooms
Increased Engagement by Students
Expanded Perspectives of Writing Achievement by Teachers
Discussion
Lesson One: Teaching in a Digital Literacy Context Starts with Early Practice
Lesson Two: Teaching in a Digital Writing Classroom Encourages Teachers and Students to Learn Togeth
Lesson Three: Teaching in a Digital Writing Classroom Requires Collegial Support
Lesson Four: Teaching in a Digital Writing Classroom Impacts Teacher Planning and Instruction
Lesson Five: Teaching in a Digital Writing Classroom Creates an Engaging Cycle
References
Classroom Writing Community as Authentic Audience: The Development of Ninth-Graders’ Analytical Wr
Theoretical Framework: Uptake of Discourse through a Community of Practice
Research Questions
Methods
Setting
Participants
Mr. Campbell
Students
Sula
Researcher Role
Data Sources
Classroom Observation Field Notes
Interviews
Student Work
Data Analysis
Overview: Building the Classroom Writing Community as an Authentic Audience
Writing for Immediate Audience
Preparing for a Future Audience
Introducing Analytical Writing
Class One: Guided Inquiry/Crafting a Thesis Statement
Viewing of the Equalizer Trailer to Define Interpretation of a Literary Work
Using a Former Student’s Model Essay to Frame Expectations and Goals for Writing
Using Guided Inquiry to Discuss the Composing Process
Sula Case Study Part I: The Composing Process through Guided Inquiry
Class Two: Inquiry Discussion/Thesis Statement Workshop
Sula Case Study Part II: Revising During the Thesis Workshop
Summary
Discussion: Dual Role of Audience
Classroom Community: Rhetorical Choices, Effective Communication, and Support
Wider Discourse Communities: Meaningful Interactions and Writing Identities
Instructional Implications: Student-Centered Practices
Conclusion
Notes
References
Engaging Students in Multimodal Arguments: Infographics and Public Service Announcements
Infographics as Argument
Planning for Students to Create Infographics
Instructional Activities
Elements of Argument
Multimodal Composing and Digital Tools
Public Service Announcements as Argument
Planning for Public Service Announcements
Instructional Activities
Elements of Argument
Multimodal Composing and Digital Tools
Potential Benefits for Students Exploring Multimodal Arguments
References
The Use of Google Docs Technology to Support Peer Revision
Review of Literature
Peer Revision
Peer Revision and Adolescents
Revising and Google Docs Technology
Research Questions
Method
Data Analysis
Results
Students Used Highlighting and Virtual Comments to Facilitate Peer Revision
Students Learned Evaluation Criteria
Students Focused on Adding Additional Details during Revision
Students Improved the Quality of their Writing
Students were Motivated to Write and Revise using Google Docs
Discussion
Recommendations for Teachers
Conclusion
References
A Framework for Literacy: A Teacher–Researcher Partnership Considers the “C-S-C Paragraph” and
Introduction
The Classroom
The Problem
What do We Know?
Writing to Learn, Writing to Argue
Rhetoric
Adolescent Literacy, Social Practice, and Situated Learning
Methodology
Findings
Curriculum and the C-S-C: Teachers’ Pedagogical Journeys
Scaffolding and the C-S-C: Toward the Visual
Written Production and the C-S-C: Routinizing High Expectations
Discussion and Implications
References
Powerful Writing Instruction: Seeing, Understanding, and Influencing Patterns
Building Capacity in Complex Adaptive Systems
Developing the Lesson Frameworks and Teacher Support
What Happened? Seeing and Documenting the Patterns
Patterns in Teacher Reports of Student Changes
Patterns in Teacher Reports of Their Changes
Patterns in Student Outcomes on the Test
Summary of Findings
So What? Now What?
References
Fourth Graders as Researchers: Authors and Self-Illustrators of Informational Books
Theoretical Framework
Writing Process
Perspective
Methodology
Participants
Data Sources and Collection
Data Analysis
Classroom Writing Context
Browse, Collect, Collate, and Compose
Elements of Writing Workshop and Writing
Revising and Editing
Conferencing
Publishing and Author’s Chair
Mentor Texts, Modeling, and Read Alouds
Use of Mentor Texts
Teacher Modeling
Reading Aloud
Outcomes for Students
Increased Schema for Research
Appeal of Writing with a Self-Selected Topic
Enhancement of Composing through Captured Personal Images
Computer Use Provides Incentive
Developed Sense of Community
Discussion
Conclusion
References
Children’s Literature Cited
Seniors, Scholars, Researchers: Using an Inquiry Approach to Writing the Research Paper
Early Birds are Inquisitive
Purpose of this Chapter
The Scholars’ Context
Inquiry as Stance
Inquiry Learning, Critical Literacy, and Critical Constructivism
Research Reboot: Creating a Culture of Inquiry
Course Structure
Guided Inquiry Design
Creating a Space for Critical Inquiry
Application to the Classroom
Flip the Script on the Thesis Statement
Allow for More (Uncomfortable) Time to Read Widely and Deeply
Put the Focus on the Process, not the Product
Form a Guided Inquiry Team with Your Librarian
Final Thoughts
References
Appendix A
Appendix B: East Valley* Senior Scholar Research Symposium 2016 Call for Proposals
Critical Inquiries for Critical Communities
Theme Description
Proposal Guidelines
Submission Requirements
Appendix C
Augmenting Academic Writing Achievement for All Students
Theoretical Framework
Review of Literature
Collaborative Discovery Groups
Methodology
Participants
The Design of the Study
Collaborative Discovery Groups
Grand Conversations
Think–Pair–Share Writing Approach
Communication for Specific Purposes
Collaborative Discovery Groups for Writing
The CDG Writing Process
Data Analysis: The Quantitative Side
Substantive Coding
Summative Coding
Comparing the Sets of Letters
Findings
Generation of Expository Knowledge with Mini-Lessons
Construction of Knowledge – The Schematic Process as a Prism
Communication of Knowledge – Understanding the Schematic Process
Academic Writing – Discovering the Nature of Academic Schema
Exemplary letters
The Grand Conversations in the Collaborative Discovery Groups
Instruction and Sociocultural Interaction Tailored for Academic Writing
Individually Produced Academic Documents
Exploring and Interacting with the Schema for Effective Academic Writing
Practical Implications
Conclusion
References
Appendix A
Collaborative Discovery Project: Instructions for Co-researchers
Purpose
Classroom Procedure
Materials
Research Participation
Appendix B

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Tags: Evan Ortlieb, Earl H Cheek, Wolfram Verlaan, Writing Instruction, Support Literacy Success