Teaching Secondary Students to Write Effectively

Document Outline

• Teaching Secondary Students to Write Effectively
  • Table of Contents 
    • Introduction to the Teaching Secondary Students to Write Effectively Practice Guide
    • Recommendation 1. Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle
      • Recommendation 1a. Explicitly teach appropriate writing strategies
      • Recommendation 1b. Use a Model-Practice-Reflect instructional cycle to teach writing strategies
    • Recommendation 2
    • Recommendation 3
    • Glossary
    • Appendices
      • Appendix A. Postscript from the Institute of Education Sciences
      • Appendix B. About the Authors
      • Appendix C. Disclosure of Potential Conflicts of Interest
      • Appendix D. Rationale for Evidence Ratings
    • References
    • Endnotes
    • List of Tables 
      • Table 1. Recommendations and corresponding levels of evidence
      • Table A.1. Institute of Education Sciences levels of evidence for What Works Clearinghouse practice guides
      • Table D.1. Description of outcome domains
      • Table D.2. Studies providing evidence for Recommendation 1
      • Table D.3. Studies providing evidence for Recommendation 2
      • Table D.4. Studies providing evidence for Recommendation 3
    • List of Figures 
      • Figure 1.1. Components of the writing process
      • Figure 1.2. The Model-Practice-Reflect cycle
      • Figure 2.1. Shared knowledge for writing and reading
      • Figure 3.1. The formative assessment cycle
      • Figure 3.2. Tailoring instruction at different levels
      • Figure 3.3. Levels of feedback
    • List of Examples 
      • Example 1.1. How using the K-W-L strategy during the writing process supports strategic thinking
      • Example 1.2a. Sample writing strategies for the planning component of the writing process
      • Example 1.2b. Sample writing strategies for the goal setting component of the writing process
      • Example 1.2c. Sample writing strategies for the drafting component of the writing process
      • Example 1.2d. Sample writing strategies for the evaluating component of the writing process
      • Example 1.2e. Sample writing strategies for the revising component of the writing process
      • Example 1.2f. Sample writing strategies for the editing component of the writing process
      • Example 1.3. Questions to guide strategy selection
      • Example 1.4. Questions for understanding the target audience
      • Example 1.5. Questions for understanding purpose
      • Example 1.6. Adapting an evaluating strategy when writing for different purposes
      • Example 1.7. Adapting a persuasive writing strategy when writing essays for different audiences
      • Example 1.8. Types of modeling statements
      • Example 1.9. Thinking aloud to model a planning and goal setting strategy
      • Example 1.10. Practicing modeled writing strategies
      • Example 1.11. Model-Practice-Reflect using book club blogs
      • Example 1.12. Using color-coding to evaluate student writing
      • Example 1.13. Using rubrics to evaluate writing
      • Example 2.1. Using cognitive-strategy sentence starters to generate or respond to texts
      • Example 2.2. Story impressions for English language arts
      • Example 2.3. A writing and reading activity for synthesizing multiple tests
      • Example 2.4. A writing and reading activity for synthesizing multiple perspectives
      • Example 2.5. Key features of examplars for different text types
      • Example 2.6. Using editorials as peer and professional exemplars of persuasive texts
      • Example 2.7. Teaching features distinguishing strong and weak student exemplars
      • Example 2.8. Demonstrating that key features of exemplars vary by form, purpose, and audience
      • Example 2.9. A Copy/Change activity to help students emulate specific features
      • Example 2.10. A sample student-created rubric from strong and weak exemplar texts
      • Example 3.1. Sample on-demand prompts for different disciplines
      • Example 3.2. A graphic organizer to assess learning and determine action steps
      • Example 3.3. Sample regular classroom writing tasks for assessment, by genre
      • Example 3.4. Math teachers in different grades collaborate on assessment
      • Example 3.5. Teacher teams in the same grade collaborating to analyze student work
      • Example 3.6. A sample tracking sheet to monitor student progress over time