# data[].attributes.headline
(6) GRADUALLY
RELEASING
RESPONSIBILITY
TO STUDENTS
WRITING
PERSUASIVE  TEXT 

# data[].attributes.subject
(6) GRADUALLY
RELEASING
RESPONSIBILITY
TO STUDENTS
WRITING
PERSUASIVE  TEXT 

# data[].attributes.body
http://web.b.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?sid=7c8fd8ad-20a6-43b1-bba3-a724d65eaba1%40sessionmgr105&vid=22&hid=118

Teachers used strategies such as modeling and collaboration to instruct writing, but slowly gave students more responsibility and ownership of their writing. The techniques showed a positive impact of student writing.

# data[].attributes.headline
(10) Improving Writing with a PAL: Harnessing the Power of Peer Assisted
Learning with the Reader’s Assessment Rubrics

# data[].attributes.subject
(10) Improving Writing with a PAL: Harnessing the Power of Peer Assisted
Learning with the Reader’s Assessment Rubrics

# data[].attributes.body
http://files.eric.ed.gov/fulltext/EJ869333.pdf

PAL: Peer-Assisted Learning is studied in its use as a writing improvement strategy. One crucial, significant part of PAL to be beneficial is the peer assessment.

# data[].attributes.headline
(9) IMPROVING EXPOSITORY WRITING SKILLS WITH EXPLICIT AND STRATEGY
INSTRUCTIONAL METHODS IN INCLUSIVE MIDDLE SCHOOL CLASSROOMS

# data[].attributes.subject
(9) IMPROVING EXPOSITORY WRITING SKILLS WITH EXPLICIT AND STRATEGY
INSTRUCTIONAL METHODS IN INCLUSIVE MIDDLE SCHOOL CLASSROOMS

# data[].attributes.body
http://files.eric.ed.gov/fulltext/EJ959005.pdf

Strategy instruction such as think sheets or self-directed cues, and explicit instruction were used to improve writing skills of students. The two strategies showed students both with and without learning disabilities improved.

# data[].attributes.headline
(8) MOTIVATING PRIMARY STUDENTS TO WRITE
USING WRITER’S WORKSHOP 

# data[].attributes.subject
(8) MOTIVATING PRIMARY STUDENTS TO WRITE
USING WRITER’S WORKSHOP 

# data[].attributes.body
http://files.eric.ed.gov/fulltext/ED504817.pdf
An action research project studying the use of a detailed, well-planned writer's workshop to increase the motivation, creativity, and attentiveness in writing of elementary students is explained with the outcome.

# data[].attributes.headline
(7) USING MENTOR
TEXTS TO TEACH
WRITING IN
SCIENCE AND
SOCIAL STUDIES

# data[].attributes.subject
(7) USING MENTOR
TEXTS TO TEACH
WRITING IN
SCIENCE AND
SOCIAL STUDIES

# data[].attributes.body
http://web.b.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?vid=2&sid=7c8fd8ad-20a6-43b1-bba3-a724d65eaba1%40sessionmgr105&hid=118
The research supported strategy of mentor texts are examined in the use of teaching writing in other discipline areas. But will it improve student writing across the curriculum?

# data[].attributes.headline
It's about Time! Increasing the Length of Student Classroom
Writing without Setting Length Constraints.

# data[].attributes.subject
It's about Time! Increasing the Length of Student Classroom
Writing without Setting Length Constraints.

# data[].attributes.body
http://files.eric.ed.gov/fulltext/ED477860.pdf
A study reports that students should be given a time limit as a strategy and not a length amount when writing. The effects show more writing is produced with time as opposed to requesting students to write a certain amount.

# data[].attributes.headline
(5) Using Social Media (Blog) in the Classroom: Reflecting Lecturer's Pedagogical Approach and Students (In-Service Teachers) Intrinsic Motivation

# data[].attributes.subject
(5) Using Social Media (Blog) in the Classroom: Reflecting Lecturer's Pedagogical Approach and Students (In-Service Teachers) Intrinsic Motivation

# data[].attributes.body
http://files.eric.ed.gov/fulltext/EJ1042574.pdf
The use of social media, in this case blogging, is used to incorporate social skills, communication, and increase motivation in students. Many times, students are not motivated to write, so incorporate social media to increase this motivation.

# data[].attributes.headline
(4) Using Blogs to Improve Students' Summary Writing Abilities

# data[].attributes.subject
(4) Using Blogs to Improve Students' Summary Writing Abilities

# data[].attributes.body
http://files.eric.ed.gov/fulltext/EJ1000423.pdf
Through blogging and peer work, students' posttest scores for a written summary were higher than that of the pre-test score . This showed an improved skill and attitude toward writing for the students.

# data[].attributes.headline
(3) Using a Blog to Guide Beginner Students to Use Adjectives Appropriately When Writing Descriptions in English

# data[].attributes.subject
(3) Using a Blog to Guide Beginner Students to Use Adjectives Appropriately When Writing Descriptions in English

# data[].attributes.body
http://files.eric.ed.gov/fulltext/EJ1051663.pdf
Integrating activities and blogging to teach the use of adjectives to sixth grade students is explained and how it improves their use of the skill.

# data[].attributes.headline
(2) Improving the Writing Performance of Struggling Writers in Second Grade

# data[].attributes.subject
(2) Improving the Writing Performance of Struggling Writers in Second Grade

# data[].attributes.body
http://files.eric.ed.gov/fulltext/EJ758169.pdf

Explicit instruction as a self-regulating strategy is used to improve the writing skills of a group of second grade students.

# data[].attributes.body
DeFauw (2013) describes opportunities such as  Mentor texts, writing contests, and modeling to improve writing. The opportunities are  just three strategies described to be utilized to improve writing for state tests.
http://web.b.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?vid=5&sid=5a32c51d-e5bf-4a53-87c8-7e2b3de86d8a%40sessionmgr106&hid=118

# data[].attributes.body
http://www.edutopia.org/blog/strategies-to-help-struggling-writers-rusul-alrubail

# data[].attributes.body
https://gse.gmu.edu/assets/docs/elementary_education/teacher-research-symposium-2013/kkirby5.pdf

# data[].attributes.body
Fourth grade blogging guidelines

# data[].attributes.attachment_link.provider_name
Mrs. Vilas's Fabulous Fourth Grade Writers

# data[].attributes.attachment_link.description
Our classroom blog is a place for us to share our writing and continue discussions that we have started in class. Writing comments is an important part of that process. Students should be mindful of...

# data[].attributes.headline
Choose 2 focus areas for students & discuss in the one-to-one conference

# data[].attributes.subject
Choose 2 focus areas for students & discuss in the one-to-one conference

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Discussion

Supporting Materials

Thought starters

1. Notice how many ways Ms. Noonan highlights very specific strengths Why does Ms. Noonan choose two areas of focus for Crystal?

2. How has writers workshop affected Crystals perception of her own writing?

Newest

# data[].attributes.attachment_link.title
Ms. Noonan: Making Students into Better Writers

# data[].attributes.attachment_link.description
Madeline Noonan meets with all of her students individually during writer’s workshop. In each conference, she specifically identifies strengths and two goals. Students continue to revise and rewrite throughout the workshop process and build confidence in their writing at the same time.

# data[].attributes.body
Factors that affect the development of writing:
1. knowledge
2.skill
3. will
4. self-regulation

# data[].attributes.body
Dean-Rumsey (1998) describes the environmental mode of writing and the effects it has on the skill. It is characterized by specific objectives, short lecture time, engaging students in structured tasks, and activities involving high levels of peer collaboration. One example is writing in all content areas. (p. 12).
References
http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1487&context=theses

# data[].attributes.body
(11) Evidence-based writing strategies
http://education.jhu.edu/PD/newhorizons/Better/articles/Winter2011.html

# data[].attributes.body
What ways can I document data when using strategies to improve writing? I need to get this focused .