Text-Based Writing Assignments for College Readiness

Matsumura, Lindsay Clare; Wang, Elaine; Correnti, Richard

doi:10.1002/trtr.1489

Cited by 4 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is known that writing is a critical aspect of student learning as it fosters deeper insight and understanding of disseminated information as well as the integration of knowledge from distinct contexts (Emig, 1977). Studies have shown that writing assignments increase students' reading comprehension skills and analytic writing competencies (Matsumura, Wang, & Correnti, 2016). This exemplifies the importance of writing as a critical pedagogical tool.…”

Section: Introductionmentioning

confidence: 96%

Creating a network between community college students in first-year seminars and in capstone courses using writing assignments

2018

View full text Add to dashboard Cite

Writing, a critical pedagogical tool, cultivates student learning and fosters deeper understanding of the material. When frequent, low -stakes (informal) writing activities help students write more freely, engage with the material and thus become active learners. Looking at students who are at opposite ends of a community college spectrum, this article compares and contrasts students' writing skills using low-stakes assignments, including peer-reviewing of each other's work, in a capstone course and in a First-Year Seminar in terms of organization, clarity in communication and content analysis. The data generated from this study stem from an interdisciplinary collaboration among three instructors from Humanities, Mathematics and Natural Sciences, with the goal of creating a network between students in First-Year Seminars and students in the capstone course. Research methods in this context included assigning common readings to students in different classes on the theme of Women in STEM. It also included a peer review component: students reviewed each other's assignments and instructors visited each other's class to lead a discussion on the paucity of women in the fields of sciences or as Nobel Prize winner, with the additional aim of improving women's interest in STEM courses.

show abstract

Section: Introductionmentioning

confidence: 96%

Creating a network between community college students in first-year seminars and in capstone courses using writing assignments

2018

View full text Add to dashboard Cite

show abstract

“…Analytic text‐based writing is critical to college readiness (CCSSO, 2010). This form of writing requires students to generate new insights about a complex text, express higher‐level thinking, and justify their claims with reasons and evidence (Matsumura et al, 2016). In addition to being an important skill to master in itself, analytic writing bolsters students’ reading and writing skill development (Graham & Hebert, 2011; Matsumura et al, 2015) and deepens knowledge of subject‐matter content (Graham et al, 2020).…”

mentioning

confidence: 99%

Student‐Centered Routines for Analytic Writing Online and “In Person”

Matsumura¹,

Sandora²,

DeMartino³

et al. 2021

The Reading Teacher

Self Cite

View full text Add to dashboard Cite

In this article, we describe student‐centered routines that prepare students for success on ambitious text‐based writing assignments. Based on research showing the important role that peer collaboration and classroom discussion play in developing students’ thinking, these routines support students to ‘try out’ their ideas, learn from the perspectives of others, and clarify and revise their own positions in advance of writing. Importantly, these routines can be flexibly applied in both face‐to‐face and virtual classrooms to meet a range of teaching contingencies.

show abstract

“…In this teaching tip, we help teachers provide written feedback to support upper elementary students' higher level thinking about texts in writing. In previous articles, we discussed how to choose texts and prompts that can engage students deeply with the meaning of text(s) (Matsumura, Wang, & Correnti, 2016) as well as ways to support students to use text evidence effectively in their writing (Wang, Matsumura, & Correnti, 2017). In this teaching tip, we focus on student thinking in writing.…”

mentioning

confidence: 99%

Written Feedback to Support Students’ Higher Level Thinking About Texts in Writing

Wang¹,

Matsumura²,

Correnti³

2017

The Reading Teacher

Self Cite

View full text Add to dashboard Cite

Supporting upper elementary students’ higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common types of writing assignments that guide students to apply higher level thinking: analysis of literary elements, comparing and contrasting, and interpreting theme. The authors identify some common ways that students’ responses can fall short of the intended thinking demands and offer suggestions for written feedback that teachers can give to get students back on track.

show abstract

Text-Based Writing Assignments for College Readiness

Cited by 4 publications

References 7 publications

Creating a network between community college students in first-year seminars and in capstone courses using writing assignments

Creating a network between community college students in first-year seminars and in capstone courses using writing assignments

Student‐Centered Routines for Analytic Writing Online and “In Person”

Written Feedback to Support Students’ Higher Level Thinking About Texts in Writing

Contact Info

Product

Resources

About