To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…

This study examined two sections of "Reporting and Writing I." One taught writing for text and broadcast concurrently, whereas the other taught these skills sequentially. A student survey found a strong preference for learning subjects sequentially. Outside evaluators assessing final stories rated text projects from students taught…

In this study the authors investigated the effects of integrating iPad applications into writing instruction for fifth grade students. By comparing the writing of students taught with paper and pencil methods with that of students utilizing the iPad writing applications, two research questions guided the study: (1) Are there differences in student…

This research employed the Learning Study approach which refers to a blend of Japanese "lesson study" and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same…

From penmanship, to product, to process...this article recounts 100 years of instructional practice in the US elementary writing classroom through the voices of past teaching manuals and curriculum guides. This particular tale begins at the turn of the 20th century--a time when the elementary school was firmly established in the country, and…

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Examines the debate between two approaches to teaching writing: imitation of classic models versus technical writing for the real world. Argues that, in either approach, a developmental sequence of assignments is paramount. Describes compromise course plan based on careers, in which students write research papers about vocations in which they are…

Illustrates how elementary-secondary teachers often ask students to perform tasks beyond their abilities. Argues that writing teachers should learn what can reasonably be expected at various grade levels; show students how to improve; and focus sequentially on the four stages of writing-- fluidity, versatility, correctness, and style. (AYC)

Although sentence combining practice has been shown to be an effective instructional technique for improving students' writing, scant attention has been paid to the appropriate sequence for such instruction. Studies of the natural development of oral and written language point out two general trends that should be considered in sequencing sentence…

Freewriting can be more than merely a prewriting heuristic that provides preparation for more advanced kinds of writing. A class at Jefferson Davis State Junior College (Alabama) attempts to promote the lack of pressure as well as the freedom and spontaneity that freewriting allows to a traditional composition course. In this class, freewritings…

Increasing numbers of teachers seem to recognize that sequencing assignments is an effective way to teach writing. A sequence of 20 writing assignments was developed by four composition instructors at the United States Air Force Academy in Colorado. The first eight exercises asked cadets to look at and think about their physical surroundings at…

Describes a sequential model (organized around seven writing assignments that culminate in a substantial essay in rhetorical/critical analysis) for teaching rhetorical criticism as written argument. Asserts that learning to write argumentative prose should be a central concern of undergraduate courses in rhetorical criticism. (MM)

A study of the effect of an "incremental" version of a generative rhetoric approach to writing instruction was conducted to determine whether such an approach would increase students' syntactic complexity. Ninety-eight college students were randomly assigned to one of five experimental or five control sections of a freshman composition…

This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without…

Research in secondary school composition instruction indicates that (1) emphasis on writing for the teacher-as-examiner is prevalent, (2) prewriting activities are limited, (3) there is little discussion of approaches to the topic or what information should be included, and (4) activities to help students while they are writing are almost…