Writing: importance, development, and instruction

Graham, Stephen; Gillespie, Amy; McKeown, Debra

doi:10.1007/s11145-012-9395-2

Cited by 179 publications

(143 citation statements)

References 20 publications

Supporting

Mentioning

114

Contrasting

Unclassified

Order By: Relevance

“…In terms of feedback, research pointed out that feedback should be aligned to writing experience (Shute, 2008). Despite the large body of research on writing strategies (Graham and Perin, 2007;Graham et al, 2013) and on feedback (Hattie and Timperley, 2007;Nelson and Schunn, 2009), little is known about the specific combination of training to apply text structure knowledge or summarization and feedback with different degree of elaboration in higher education. However, we do know that training to apply text structure knowledge as cognitive writing strategy in combination with training to self-monitor the writing process as metacognitive writing strategy can be beneficial for undergraduates' writing skills and text quality (Wischgoll, 2016).…”

mentioning

confidence: 99%

Improving Undergraduates’ and Postgraduates’ Academic Writing Skills with Strategy Training and Feedback

Wischgoll

2017

Front. Educ.

View full text Add to dashboard Cite

To improve text quality in higher education, training writing strategies (i.e., text structure application, summarization, or language use) and provision of feedback for revising (i.e., informative tutoring feedback or try-again feedback) were tested in combination. The aim was to establish whether first, strategy training affects academic writing skills that promote coherence, second, whether undergraduates and postgraduates benefit differently from feedback for revising, and third, whether training text structure application strategy in combination with informative tutoring feedback was most effective for undergraduates' text quality. Undergraduate and postgraduate students (N = 212) participated in the 2-h experimental intervention study in a computer-based learning environment. Participants were divided into three groups and supported by a writing strategy training intervention (i.e., text structure knowledge application, summarization, or language use), which was modeled by a peer student in a learning journal. Afterward participants wrote an abstract of an empirical article. Half of each group received in a computer-based learning environment twice either try-again feedback or informative tutoring feedback while revising their drafts. Writing skills and text quality were assessed by items and ratings. Analyses of covariance revealed that, first, text structure knowledge application strategy affected academic writing skills positively; second, feedback related to writing experience resulted in higher text quality: undergraduates benefited from informative tutoring feedback, postgraduates from try-again feedback; and third, the combination of writing strategy and feedback was not significantly related to improved text quality.Keywords: coherence, feedback, higher education, text quality, writing strategies inTrODUcTiOn The writing performance of freshmen and even graduate students reveals a gap between writing skills learned at school and writing skills required at the college or university level (Kellogg and Whiteford, 2009): writers at school are able to transform their knowledge into a text that they can understand and use for their own benefit. Academic writing requires in addition to that presuming the readers' understanding of the text written so far to establish a highly coherent text (Kellogg, 2008).Several studies have shown that to improve writing, it is beneficial to train writing strategies and to support the writing process through feedback (Graham, 2006;Nelson and Schunn, 2009;Donker et al., 2014). This is also true for higher education (Nicol and Macfarlane-Dick, 2006;MacArthur , 2015;Wischgoll, 2016). Writing strategies can help learners to control and modify their efforts to master the writing task (Bereiter and Scardamalia, 1987). Feedback for improving writing provides information about the adequacy of the writing product (Graham and Perin, 2007). On the other hand, feedback that interrupts the writing process might be inhibitive (Corno and Snow, 1986). Feedback that is administered adapti...

show abstract

mentioning

confidence: 99%

Improving Undergraduates’ and Postgraduates’ Academic Writing Skills with Strategy Training and Feedback

Wischgoll

2017

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…The following main findings were noteworthy: (a) planning and sentence-combining instruction enhanced planning and sentence-construction skills, respectively; (b) both interventions increased opinion essay quality and text length; (c) planning instruction enhanced not only discourse-level writing but also some sentence-and word-level aspects of composition; (d) sentence-combining instruction enhanced not only sentence-and word-level writing but also some discourse-level aspects of composition; (e) after instruction, there was a correlation between self-efficacy and writing quality in both intervention groups; and (f) planning, but not sentence-combining, instructional effects generalized to summary writing. Given the importance of writing in present-day knowledge societies, it is of the utmost importance to develop evidence-based practices that promote students' writing performance (Graham, Gillespie, & McKeown, 2012). Based on multiple sources of information, proposed that teaching planning and sentence-combining strategies are effective instructional practices in writing instruction.…”

mentioning

confidence: 99%

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

Limpo

Alves

2013

Contemporary Educational Psychology

View full text Add to dashboard Cite

This study tested the effectiveness of two strategy-focused interventions aimed at promoting fifth and sixth graders' opinion essay writing. Over 12 weekly 90-min lessons, two groups of 48 and 39 students received, respectively, planning and sentence-combining instruction, which followed the Self-Regulated Strategy Development (SRSD) model. These intervention groups were compared with a practice control group of 39 students receiving standard writing instruction. The following main findings were noteworthy: (a) planning and sentence-combining instruction enhanced planning and sentence-construction skills, respectively; (b) both interventions increased opinion essay quality and text length; (c) planning instruction enhanced not only discourse-level writing but also some sentence-and word-level aspects of composition; (d) sentence-combining instruction enhanced not only sentence-and word-level writing but also some discourse-level aspects of composition; (e) after instruction, there was a correlation between self-efficacy and writing quality in both intervention groups; and (f) planning, but not sentence-combining, instructional effects generalized to summary writing. Given the importance of writing in present-day knowledge societies, it is of the utmost importance to develop evidence-based practices that promote students' writing performance (Graham, Gillespie, & McKeown, 2012). Based on multiple sources of information, proposed that teaching planning and sentence-combining strategies are effective instructional practices in writing instruction. Nevertheless, little is known about the specific effects and comparative merits of planning and sentence-combining instruction. This was the main purpose of the present study, which examined the effectiveness of two strategy-focused interventions aimed at improving opinion essay writing in Grades 5-6 (age 10-12). One of the programs taught students a strategy to plan opinion essays, while the other program taught them a strategy to combine sentences. Self-regulation procedures to manage these writing strategies were embedded in both programs following the Self-Regulated Strategy Development (SRSD) model (Harris & Graham, 1996, which was adapted to the Portuguese culture and school system.

show abstract

“…In studies (Dağtaş, 2012;Bayat, 2016b;Bayat, 2014) where a process based approach to writing is adopted, it is observed that students' written expression and creative writing skills are improved. For this reason, it's possible to say that, in order to improve students' written expression skills, it is necessary to allocate enough time to activities in which they can write on subjects that are interesting for them (Akkaya, 2014;Smith, 2013) and in which a process based approach to reading is adopted (Badger & White, 2000;Bayat, 2014;Graham et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…To make an assessment of the written expression skills, students have been asked to write a short story by using these key words: "carrot", "lie", "rabbit", "danger" and "to promise" and their writings have been evaluated by "written expression observation form" Turkish Language Teaching Program and measurement tools used in the literature (Bayat, 2014;Dağtaş, 2012;Göçer, 2010;Graham et al, 2013) have been analyzed and an evaluation form consisting of 10 items have been developed. Form gives the following scores: very good (5), good (4), average (3), inadequate (2) and bad (1).…”

Section: Measurement Toolsmentioning

confidence: 99%

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

Bayat

Küçükayar²

2016

Journal of Education and Training Studies

View full text Add to dashboard Cite

This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated with observation forms developed by researchers. The results of the study reveal that third grade students' success in handwriting is good, while their success in written expression is moderate. The relationship between their success level of handwriting and that of written expression is found to be moderate as well.

show abstract

Writing: importance, development, and instruction

Cited by 179 publications

References 20 publications

Improving Undergraduates’ and Postgraduates’ Academic Writing Skills with Strategy Training and Feedback

Improving Undergraduates’ and Postgraduates’ Academic Writing Skills with Strategy Training and Feedback

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

Contact Info

Product

Resources

About