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By Jacob Steiss and Sasha Stone 
Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
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By Alissa Wolters, Jacob Steiss, and Sasha Stone  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
By Jacob Steiss, Undraa Maamuujav, and Sasha Stone  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
By Minkyung Cho and Sasha Stone  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
By Minkyung Cho and Jenell Krishnan  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
By Minkyung Stone and Sasha Stone  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
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).  Source: https://www.good.is/infographics/ |
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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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