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Our post from last week highlighted several evidence-based strategies for teaching secondary students to write effectively. In this guide, a panel of experienced writing teachers and writing researchers outline ways to implement high-leverage practices for writing in secondary classrooms across content areas. One recommendation, informed in part by the work of WRITE Center leader Dr. Carol Booth Olson, is to explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle. Dr. Olson's work focuses on modeling cognitive strategies that experienced writers use and teaching students to incorporate these strategies in their writing. Much of her work also involves how these strategies can be used to improve the academic writing of English learners. Feel free to take a closer look at Recommendation 1 in the IES Guide, which includes strategies like the use of color-coding to evaluate student writing (seen below). The Educators' Guide also offers a number of suggestions on how to get more traction with these strategies if students are struggling.  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here. Categories All 6/27/2022 10:11:08 pm
Practicing means giving students opportunities to practice the strategy you are trying to teach them. For example, if you're trying to teach them how to make a list and they are having difficulty with their own lists, give them some practice tasks such as making lists of things that start with each letter of the alphabet or making lists of words that rhyme with each other. Comments are closed.
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WRITE Center: Writing Research to Improve Teaching and EvaluationThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C190007 to University of California, Irvine. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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