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Online Fanfiction: A Supportive Space for Literacy Learning

6/23/2021

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By Inez Tan and Sasha Stone
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online-fanficti_51414436.pdf
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Reference: Black, Rebecca W. Online Fan Fiction, Global Identities, and Imagination. Research in the Teaching of English, Volume 43, Number 4, May 2009.
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Enhancing Argumentative Writing Using Strategy Instruction

6/23/2021

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This is infographic focuses on ways educators can use strategy instruction to teach argument writing. 

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Infographics to Support Writing Development Within Process-based Writing Pedagogy

6/16/2021

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 Undraa Maamuujav, Jenell Krishnan, & Penelope Collins
Infographics are visual representations designed to present information, data, and knowledge quickly and clearly (Krauss, 2012). A writing curriculum that explicitly teaches writers how to develop infographics as an authentic method of planning their ideas and communicating them to an intended audience may hold unique affordances for their writing development. ​
By engaging students in developing infographics as a part of the writing process, teachers create an opportunity for students to compose within a legitimate, multimodal genre used in many public and private sectors. ​
Moreover, teaching students how to create infographics before they compose their full-text drafts places greater emphasis on effective communication and reinforces the value of planning—a behavior demonstrated among successful writers (Graham & Harris, 1994). ​
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Source: https://www.good.is/infographics/

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Bringing Research to Practice

6/9/2021

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By Jacob Steiss and Sasha Stone
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Reference: Graham, S. (2018). A revised writer (s)-within-community model of writing. Educational Psychologist, 53(4), 258-279.


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Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here. ​
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No one reads: How contexts and tasks influence how we read

6/2/2021

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By Jacob Steiss
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Reference: Rouet, J.-F., Britt, M. A., & Durik, A. M. (2017). Resolv: Readers’ representation of reading contexts and tasks. Educational Psychologist 52, 200-215. https://doi.org/10.1080/00461520.2017.1329015
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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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