The aim of this study was to explore the efficacy of two written journal techniques used to encourage teacher candidates' inquiry-based reflection regarding course textbook content. Ninety-six participants were randomly assigned to one of the two experimental conditions, journaling with Questions, Quotes and Reflections (Double Q R) or…

Traditionally, assessing student writing ability has often been product-focused. Advocates of child-centered process-oriented classrooms, however, suggest that teachers should also focus on understanding children's writing behaviors in the context of meaningful communicative tasks. In such an approach, writing conferences are one way in which…

Argues that teachers in all disciplines can act as insiders in helping students to write more effectively within academic contexts. Teachers who write are even more effective because they bring expert knowledge of content and language from tacit to conscious awareness and engage themselves and their students in the teaching exchange. (Contains 13…

This article explains the Integrated Strategies Instruction Model by analyzing the problems of ineffective writers and presenting instructional techniques for framing, applying, and extending students' understanding of the executive strategy. A vignette from an eighth-grade history classroom illustrates the guidelines. Research regarding the…

Warns against a complete reliance on the "writing process approach" in writing instruction, stressing that not all writers rely on rewriting and revision and that emphasis on group response does not necessarily lead to effective writing. Argues that the process approach discourages modeling and the use of well-known rhetorical patterns. (DMM)

A study examined whether modeling desired teaching strategies would produce future teachers who could confidently go into a new classroom and set up a writing program. Four weeks of class time in a teacher education class at Northeastern University in Oklahoma were used to teach the writing process through the use of a writer's workshop. Results…

A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…

This study adapted the Cognitive Strategy in Writing (CSIW) program, which had been effectively used with elementary students with learning disabilities (LD), to an older population of students. CSIW embodies three guiding principles: (1) effective writing is seen as a holistic enterprise involving the processes of planning, organizing, writing,…