Best Practices in Writing Instruction
Subtitle
Second Edition
Edited by Jill Fitzgerald and Charles A. MacArthur
An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas and tailor instruction for English language learners and struggling writers. Helpful case examples are featured throughout.
Bio
Steve Graham is the Warner Professor in the division of leadership and innovation in the Mary Lou Fulton Teachers College.
Praise for this book
The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the Common Core State Standards. This is a rich source for current research and best-practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses.
Joanna P. Williams, PhD Department of Human Development, Teachers College, Columbia University
This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the Common Core State Standards, writing instruction in a response-to-intervention framework, and teaching English language learners. This is a book for multiple audiences — educators can use the content to build a research-based writing program, while college and university instructors will find it a 'must have' for their courses.
Natalie G. Olinghouse, PhD Department of Educational Psychology, University of Connecticut
