Writing Instruction to Support Literacy Success: (v.7 Literacy Research, Practice and Evaluation)

For the last five years or so, there has been a universal increase in expectations for academic writing alongside high-stakes tests, as students must master writing for pragmatic purposes including argumentative papers, dialogic narratives, and even research reports. All the while, research related to how to effectively prepare these students for success has been stymied with an over emphasis on other areas of literacy. This volume will feature prominent researchers sharing their evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result of this design, the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years.

Table of Contents:
Introduction Rethinking Writing Products And Processes In A Digital Age - Evan Ortlieb, Wolfram Verlaan, Earl H. Cheek Jr. and Danielle DiMarco Turning Around The Progress Of Struggling Writers: Key Findings From Recent Research - Sinéad Harmey and Emily Rodgers Accelerating Student Progress In Writing: Examining Practices Effective In New Zealand Primary School Classrooms - Judy M. Parr Ideas As A Springboard For Writing In K-8 Classrooms - Kathleen M. Alley and Barbara J. Peterson Process With A Purpose: Low-Stakes Writing In The Secondary English Classroom - Sue Verlaan and Wolfram Verlaan Learning Language And Vocabulary In Dialogue With The Real Audience: Exploring Young Writers' Authentic Writing And Language Learning Experiences - Ewa McGrail, J. Patrick McGrail and Alicja Rieger Understanding A Digital Writing Cycle: Barriers, Bridges, And Outcomes In Two Second-Grade Classrooms - Jessica S. Mitchell, Rachael F. Thompson and Rebecca S. Anderson Classroom Writing Community As Authentic Audience: The Development Of Ninth-Graders' Analytical Writing And Academic Writing Identities - Susan S. Fields Engaging Students In Multimodal Arguments: Infographics And Public Service Announcements - Emily Howell The Use Of Google Docs Technology To Support Peer Revision - Jessica Semeraro and Noreen S. Moore A Framework For Literacy: A Teacher Researcher Partnership Considers The “C-S-C Paragraph” And Literacy Outcomes - Christopher W. Johnson Powerful Writing Instruction: Seeing, Understanding, And Influencing Patterns - Marla Robertson, Leslie Patterson and Carol Wickstrom Fourth Graders As Researchers: Authors And Self-Illustrators Of Informational Books - Anita Nigam and Carole Janisch Seniors, Scholars, Researchers: Using An Inquiry Approach To Writing The Research Paper - Sarah M. Fleming Augmenting Academic Writing Achievement For All Students - Wally Thompson, Debra Coffey and Traci Pettet

About the Author :
Evan Ortlieb, St. John's University, New York, NY, USA Earl H. Cheek, JR., Louisiana State University, Baton Rouge, LA, USA Wolfram Verlaan, University of Alabama in Huntsville, Huntsville, AL, USA

Review :
Editors Ortlieb, Cheek, and Verlaan present readers with a collection of academic essays and scholarly articles focused on the use of writing instruction as an adjunct to literacy instruction in a variety of educational contexts. The fifteen selections that make up the main body of the text are devoted to accelerating student progress in writing, low-stakes writing in the secondary English classroom, the use of Google Docs technology to support peer revision, and many other related subjects. Evan Ortlieb is a faculty member of St. John’s University in New York. Earl H. Cheek, Jr. is a faculty member of Louisiana State University. Worlfram Verlaan is a faculty member of the University of Alabama.