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Bringing Research to Practice

9/22/2021

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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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Cognitive Factors in the Development of Children's Writing

9/15/2021

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By Alissa Wolters, Jacob Steiss, and Sasha Stone
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​Reference: McCutchen, D. (2006). Cognitive factors in the development of children’s writing. 
Handbook of writing research, 8, 115-30.
Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here. ​
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A Snapshot of Writing Instruction in Middle and High Schools

8/25/2021

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By Jacob Steiss, Undraa Maamuujav, and Sasha Stone
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Applebee, A. N., & Langer, J. A. (2011). " EJ" Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools. 
The English Journal, 100(6), 14-27.
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Encouraging More Counterarguments in Argument Writing

7/14/2021

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

6/2/2021

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By Jacob Steiss

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A Meta-analysis of Writing Instruction for Students in the Elementary Grades

5/26/2021

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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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Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here. ​
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Supporting English Learners' Development of Academic Language

5/5/2021

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By Minkyung Stone and Sasha Stone
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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.

Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here. ​
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Infographics to Support Writing Development Within Process-based Writing Pedagogy

4/28/2021

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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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Three Levels of Reasoning Skills in Students' Argumentative Writing

3/24/2021

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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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