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Encouraging More Counterarguments in Argument Writing

5/26/2021

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By Minkyung Cho and Sasha Stone
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Reference: Nussbaum, E. M., Kardash, C. M., & Graham, S. E. (2005). The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing. Journal of Educational Psychology, 97(2), 157.
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Cognitive Factors in the Development of Children's Writing

5/19/2021

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By Jacob Steiss
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​Reference: McCutchen, D. (2006). Cognitive factors in the development of children’s writing. 
Handbook of writing research, 8, 115-30.
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A Meta-analysis of Writing Instruction for Students in the Elementary Grades

5/12/2021

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By Minkyung Cho and Jenell Krishnan
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Reference: Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of educational psychology, 104(4), 879.
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Supporting English Learners' Development of Academic Language

5/5/2021

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Reference: Scarcella, R. (2003). Academic English: A conceptual framework. The University of California Linguistic Minority Research Institute, Technical Report 2003-1.

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In Olson, D. R., & N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 112-133). Cambridge: Cambridge University Press.

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WRITE Center:  Writing Research to Improve Teaching and Evaluation

The 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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