The DOI matches its Crossref record; 74 of the 74 references it cites were found in a registry or an index.
Changing How Writing Is Taught
Abstract
If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.
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Cites
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Cited by
Comparing the quality of human and ChatGPT feedback of students’ writing
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101894 · Cited by 509
Self-citationBarrett, A., & Pack, A. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00427-0 · Cited by 391
Automated feedback and writing: a multi-level meta-analysis of effects on students' performance
Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2023) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2023.1162454 · Cited by 145
“Graham (2019) reviewed 28 studies on writing instruction at school, identifying major indicators of inadequacy, including the insufficient instructional time devoted to writing (Brindle et al., 2015) and the absence of the use of digital tools for writing (Coker et al., 2016; Strobl et al., 2019;…”
BackgroundUtami, S. P. T., Andayani, A., Winarni, R., & Sumarwati, S. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13419 · Cited by 124
Improving writing feedback for struggling writers: generative AI to the rescue?
Evmenova, A. S., Regan, K., Mergen, R., & Hrisseh, R. (2024) · TechTrends · doi:10.1007/s11528-024-00965-y · Cited by 51
Metadata
- Authors
- Graham, S.
- Venue
- Review of Research in Education
- Published
- 2019-03
- Volume
- 43
- Issue
- 1
- Pages
- 277-303
- ISSN
- 0091-732X (ISSN-L)
- 1935-1038
- OpenAlex
- W2945598125
- Cited by
- 502
- References
- 74
- FWCI
- 93.06
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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