THE CONSULTANT'S CORNER: "Effective Writing Instruction Across the Grades: What Every Educational Consultant Should Know"

Troia, Gary A.; Graham, Steve

doi:10.1207/s1532768xjepc1401_04

Cited by 57 publications

(51 citation statements)

References 44 publications

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“…Writing text involves the coordination of multiple cognitive processes, linguistic skills, and physical operations to accomplish the goal of composing. The writer also needs to consider both the audience and genre-specific conventions that need to be implemented (Troia & Graham, 2003). Klassen and Welton (2009) believe the task of writing is both complex and demanding, requiring a heavy cognitive load.…”

Section: Written Expressionmentioning

confidence: 99%

“…It is common to hear teachers say they lack of knowledge, skills, and strategies to teach students to become competent writers. Troia and Graham (2003) stated that the quality of instruction that children receive plays a major role in writing achievement. Teachers need support on best teaching practices in writing instruction which includes more individualized explicit teaching, use of extensive modeling, guided practice and coaching with informative feedback, and numerous opportunities for independent practice.…”

Section: Written Expressionmentioning

confidence: 99%

“…Teachers need support on best teaching practices in writing instruction which includes more individualized explicit teaching, use of extensive modeling, guided practice and coaching with informative feedback, and numerous opportunities for independent practice. Troia and Graham (2003) listed comprehensive features on what constitutes exemplary writing instruction. The features are daily writing with multiple composing tasks and audiences; extensive efforts to excite the mood and having them do authentic writing; overtly teaching and modeling writing skills, building and self-evaluating criteria for writing; providing explicit feedback discussing progress and goals; having cooperative arrangements to enable students to help each other revise, plan and edit; and displaying and presenting students work.…”

Section: Written Expressionmentioning

confidence: 99%

“…Repeated assessment has the advantage of giving teachers data to modify their instruction. Through assessment and feedback writers can see for themselves the visual evidence that progress has happened (Troia & Graham, 2003).…”

Section: Written Expressionmentioning

confidence: 99%

“…Teachers noticed when criteria was discussed the student strived for exemplary writing. Troia and Graham (2003) listed comprehensive features on what constitutes exemplary writing instruction and one of these features was building and self-evaluating criteria for writing. Another sub-theme under Assessment for Learning was the benefits of using p erformance standards.…”

Section: Benefits Of Assessment For Learning Question 7 the Teacher'mentioning

confidence: 99%

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Assessment for learning and its relationship to the quality of written language: the effects of using exemplar writings to build criteria on the quality of student writing

Tisdale¹

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This action research project investigated the central research question: To what degree do es the quality of students ' p ersonal writings improve when students build criteria from exemplary writing? This project requested teachers to implement specific assessment for learning strategies into their written language instruction of personal writing. The students participated in one baseline write and three subsequent writes to determine if using the assessment for learning strategies of analyzing exemplary writing and developing criteria would increase the quality of writing based on the meaning strand of the BC Performance Standards in Writing. For further evidence of effectiveness of using assessment for learning strategies, students completed a rating scale on their perceived helpfulness of these strategies, and teachers completed a rating scale on their beliefs of the effectiveness ofusing assessing for learning strategies, performance standards and participating within a learning team. The primary students' quality of writing improved substantially with the implementation of assessment for learning strategies. The students and the teachers perceived the assessment for learning strategies to be effective in increasing the quality of personal writing. The teachers believed the use of assessment for learning strategies, and performance standards and working within learning teams were highly effective in improving and assessing the quality of students ' writing.

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Section: Written Expressionmentioning

confidence: 99%

Section: Written Expressionmentioning

confidence: 99%

Section: Written Expressionmentioning

confidence: 99%

Section: Written Expressionmentioning

confidence: 99%

Section: Benefits Of Assessment For Learning Question 7 the Teacher'mentioning

confidence: 99%

See 3 more Smart Citations