EJ Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools [FREE ACCESS]

Applebee, Arthur N.; Langer, Judith A.

doi:10.58680/ej201116413

Cited by 264Writing and Handwriting EducationLinguistics and Education ResearchEducation Pedagogy and Practices

EJ Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools [FREE ACCESS]

Applebee, Arthur N., Langer, Judith A.·2011·English Journal

DOI 10.58680/ej201116413

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Abstract

In the May 2009 issue of English Journal , we reported on our analysis of data from the National Assessment of Educational Progress to provide a first look at changes in the teaching of writing over the past 30 years. In this article, we provide a more detailed look, drawing on data collected from visits to 260 English, math, social studies, and science classrooms in 20 middle schools and high schools in five states (schools all chosen for reputations for excellence in the teaching of writing), interviews with 220 teachers and administrators, and with 138 students in these schools, and a national survey of 1520 randomly selected teachers.

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Humanities teachers' reservation to use AI seems to reflect the belief that it will hurt students in developing analytical and interpretative skills, especially in areas requiring originality, subtlety, and personal involvement with text, as shown through short responses in overreliance and plagiarism.
“Humanities teachers' reservation to use the AI tool seems to reflect from the belief that this will eventually hurt students in developing the necessary analytical and interpretative skills, especially in those areas that require originality, subtlety, and personal involvement with the text, as shown through their short responses in over reliance and plagiarism (Applebee & Langer, 2011).”
From A cross-sectional look at teacher reactions, worries, and professional development needs related to generative AI in an urban school district (2025) · cites this paper as Applebee & Langer, 2011

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Langer, J. A. (2006)
Self-citation
Classroom Writing Practices Revisited: The Effects of Statewide Reform on Writing Instruction
Bridge, C. A., Compton-Hall, M., & Cantrell, S. C. (1997) · The Elementary School Journal · doi:10.1086/461889 · Cited by 34 · see citing works

Authors: Applebee, A. N., & Langer, J. A.
Venue: English Journal
Publisher: National Council of Teachers of English
Published: 2011-07-01
Volume: 100
Issue: 6
Pages: 14-27
ISSN: 0013-8274 (ISSN-L)
2161-8895
DOI: 10.58680/ej201116413
OpenAlex: W4392435448
Cited by: 264
References: 0
Citations by year: 2026: 21 · 2025: 19 · 2024: 28 · 2023: 23 · 2022: 24 · 2021: 14 · 2020: 17 · 2019: 20 · 2018: 12 · 2017: 18 · 2016: 15 · 2015: 21 · 2014: 15 · 2013: 14 · 2012: 3
FWCI: 49.29
Type: journal article
Language: en
Open access: closed
Locations: The English Journal (publishedVersion)
Topics: Social Sciences › Education › Writing and Handwriting Education
Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
Social Sciences › Education › Education Pedagogy and Practices
Keywords: writing instruction, junior high school, high schools, writing teachers, writing curriculum, National Assessment of Educational Progress, writing assessment, teacher perceptions, student perceptions, classroom observation

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