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Curated Writing Research Resource: 17 Categories and Counting

3/3/2021

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Jenell Krishnan and Jiali Wang
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In this blog, we highlight the WRITE Center's website research page. This resource was created to support writing researchers, educators, teaching scholars, graduate students, and others who are interested in the study of writing.  The page organizes writing-related research articles into 17 categories. In what follows, we provide a brief description of each category and how these resources might be used by different folks who visit the page.

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Webinar Recap: Kelly Gallagher on Narrative Writing

12/23/2020

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By Jazmin Cruz
"Ask students to write their autobiographies and personal narratives. Students can start with their earliest memories of traditions, education, religion, triumphs, defeats, and so on. Teachers must have permission to read such personal accounts."  -Cultivating Genius by Dr. Gholdy Muhammad
On July 8, 2020, Kelly Gallagher hosted a webinar on narrative writing and how that looks like during online instruction. Although Gallagher's webinar is unavailable for viewing, this blog offers a recap of the resources shared by Gallagher and our learning community of in-service teachers, pre-service teachers, specialists, directors, researchers, and doctoral students. 
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Webinar Recap: Designing Academic Writing Assignments for all Students, All Environments, All Classrooms

12/16/2020

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By Jacob Steiss
"Design thinking reminds me all the time why I became an educator; it all starts with empathy."- Dr. Susie Wise
On July 22nd, 2020, educator and teacher scholar, Jim Burke, shared timely wisdom as teachers prepared for unknown challenges in the upcoming school year. He framed his presentation within the context of teaching during a global pandemic and in remote settings, highlighting the need to be responsive to students’ interests and experiences when designing academic writing assignments.

Here, we share some of Burke’s insights that may be helpful to educators designing responsive, accessible, and standards-based writing activities for their students.

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Webinar Recap: Purposeful Arcs of Writing Instruction

11/18/2020

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By Jiali Wang

On July 1st, 2020, Dr. Troy Hicks facilitated a webinar on purposeful arcs of writing instruction and what they look like in his classroom. This blog offers a recap of that two-hour event. For those interested in access to a replay of this webinar, click here​.  
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What are arcs of instruction?

Arcs of instruction consider writing tasks in the context of larger unit or curricular movements towards writing proficiency. Hicks asks teacher to consider what types of writers they want to mold at the end of multi-day, writing-centric unit:

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Guidelines On Using Copyrighted Materials for Teaching

8/14/2020

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By Jacob Steiss, MEd, and Tamara Tate PhD/JD

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Wondering about digital copies and copyright law? Here are guidelines on using copyrighted materials for teaching. 

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Continuing our Conversation on “Designing Purposeful Arcs of Writing Instruction”

7/7/2020

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Guest Blogger: Dr. Troy Hicks
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On July 1, 2020, I was fortunate enough to be invited to deliver a webinar titled “Designing Purposeful and Engaging Arcs of Writing Instruction in an Era of Remote Learning” through the National WRITE Center, co-sponsored by the National Writing Project, The recording is available below, and a “force copy” of the Google Doc handout (with an additional link to the slides) is available here. ​
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A Screenshot from the Webinar

There were a number of questions that came from the chat conversation that I didn't get to respond to in detail. 

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Writing Instruction in History Classrooms: A Survey of Today's History/Social Studies Teachers

5/15/2020

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National WRITE Center

-Adapted from National WRITE Center's survey results.
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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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