This fine book on writing instruction will soon have a second edition. If you are looking for a good guide for supporting teachers on writing, this is the book I would turn to now. In this new edition there is a lot more common core relevant information, including a chapter that I wrote about "writing about text." For some reason I struggled to write this chapter, but yesterday I read the page proofs and I was happy with it. It provides guidance on all the ways that common core connects reading and writing: summarizing, modeling, analysis/critical response, and synthesis. It should be out soon and for those who have been looking for common core writing help this text should do it.
NEW FROM THE GUILFORD PRESS A Major Revision!
Best Practices in
Writing Instruction, Second Edition
Edited
by Steve Graham, EdD, Mary Lou
Fulton Teachers College, Arizona State University; Charles A. MacArthur, PhD, School of Education, University of Delaware;
and
Jill Fitzgerald, PhD, MetaMetrics, Inc.,
and University of North Carolina at Chapel Hill
Publication Date: April 2013
Copyright: 2013
Pages: 448
Size: 6" x 9"
Paperback: ISBN 978-1-4625-1008-5
Paperback Price: $40.00
tentative/short discount
Hardcover: ISBN
978-1-4625-1009-2
Hardcover Price: $65.00 tentative/short
discount
E-book (ePUB Format): ISBN 978-1-4625-1010-8
E-book Publication
Date: April
2013
Prior edition cloth
ISBN: 978-1-59385-433-1
Prior edition paper
ISBN: 978-1-59385-432-4
Website Category: EDUCATION: Literacy
Subject
Areas/Keywords: assessments,
CCSS, Common Core State Standards, composition, curriculum, elementary, English
language learners, literacy, methods, response to intervention, RTI, secondary,
struggling writers, teaching, writing difficulties, writing instruction,
writing programs
Grade Range Addressed:
K to
12
Internal Code: F
Date Issued: January 15, 2013
CRITICAL ACCLAIM
"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 CCSS, 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
"The
book provides a thorough and incisive consideration of new and effective
practices in writing instruction, giving timely attention to the CCSS. 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
"Designed
to drive classroom practice, this book has the potential to revolutionize how
writing is taught in today's schools and classrooms. The editors and
contributors describe how instruction should evolve to meet the writing
standards of the CCSS. The volume also addresses important writing skills and
processes that are not addressed in the CCSS but are necessary for a balanced,
comprehensive writing program. It distills a dense body of research into a
highly readable synthesis of what is core and critical to K–12 writing
instruction. For current or aspiring teachers—as well as administrators whose
responsibilities include leading, supporting and developing teachers—this is a
'must read.'"—Catherine D'Aoust, MS, Co-Director, University of
California, Irvine Writing Project
"This
edited volume makes a sound argument, based in empirical research, for adopting
process approaches to writing instruction and involving learners in such an
approach from early on. Furthermore, the contributing authors provide sound
rationales and practical advice for focusing student attention and instruction
on global concerns of audience, purpose, and communication."
—Reading and Writing (on the first
edition)
DESCRIPTION
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.
New to This Edition
*Revised
and expanded to address the CCSS.
*Incorporates
the latest research and instructional procedures.
*Chapters
on teaching argumentative and informative writing.
*Chapters
on college and career readiness, writing to learn, writing about texts, and
response to intervention.
KEY POINTS
>
Major revision of an acclaimed, successful work—more than 80% new material.
>
Incorporates crucial, detailed new content on the CCSS (K–12).
>
Nine new chapters.
>
Cases, figures, and teaching strategies add utility for professional development and text use.
AUDIENCE
K–12
classroom teachers, literacy specialists and coaches, and teacher educators.
COURSE USE
Serves
as a text in undergraduate- and graduate-level courses on writing instruction.
CONTENTS
I. Designing Writing
Programs
1.
Designing an Effective Writing Program, Steve
Graham and Karen R. Harris
2.
Writing Instruction in Preschool and Kindergarten, David L. Coker, Jr.
3.
Best Practices in Teaching Writing for College and Career Readiness, Dolores Perin
II. Types and
Purposes of Writing
4.
A Developmental Approach to Teaching Narrative Composition, Anne McKeough
5.
Best Practices in Teaching Argumentative Writing, Ralph P. Ferretti and
William E. Lewis
6.
Best Practices in Teaching Informative Writing from Sources, George E. Newell, Jennifer VanDerHeide, and Melissa Wilson
7.
Best Practices in Writing to Learn, Perry
D. Klein and Amy Meichi Yu
III. Strategies for
Teaching and Learning in Writing
8.
Best Practices in Teaching Planning for Writing, Cindy Lassonde and Janet C.
Richards
9.
Best Practices in Teaching Evaluation and Revision, Charles A. MacArthur
10.
Best Practices in Sentence Construction Skills, Bruce Saddler
11.
Best Practices in Spelling and Handwriting,
Bob Schlagal
12.
Best Practices in Promoting Motivation for Writing, Pietro Boscolo and Carmen
Gelati
13.
Best Practices in Using Technology to Support Writing, Rachel Karchmer-Klein
14.
Best Practices in Writing about Text, Timothy
Shanahan
15.
Best Practices in Writing Assessment for Instruction, Robert C. Calfee and Roxanne
Greitz Miller
IV. Special
Populations
16.
Best Practices in Teaching Writing to English Learners: Reducing Constraints to
Facilitate Writing Development, Carol
Booth Olson, Robin Scarcella, and
Tina Matuchniak
17.
Writing Instruction within a Response-to-Intervention Framework: Prospects and
Challenges for Elementary and Secondary Classrooms, Gary A. Troia
CONTRIBUTORS
Pietro
Boscolo, PhD,
Department of Developmental and Socialization Psychology, University of Padua,
Padua, Italy
Robert
C. Calfee, PhD,
Graduate School of Education, Stanford University, Stanford , California
David
L. Coker, Jr., EdD, School
of Education, University of Delaware, Newark, Delaware
Ralph
P. Ferretti, PhD, School of Education, University of Delaware, Newark,
Delaware
Carmen
Gelati, PhD,
Department of Psychology, University of Milan-Bicocca, Milan, Italy
Steve
Graham, EdD,
Division of Educational Leadership and Innovation, Mary Lou Fulton Teachers
College, Arizona State University, Tempe, Arizona
Karen
R. Harris, EdD,
Division of Educational Leadership and Innovation, Mary Lou Fulton Teachers
College, Arizona State University, Tempe, Arizona
Rachel
Karchmer-Klein, PhD,
School of Education, University of Delaware, Newark, Delaware
Perry D. Klein, PhD, Faculty of Education, University of Western Ontario,
London, Ontario, Canada
Cindy Lassonde, PhD, Department of
Elementary Education and Reading, State
University of New York at Oneonta, Oneonta, New York
William E. Lewis,
PhD, School
of Education, University of Delaware, Newark, Delaware
Charles
A. MacArthur, PhD, School
of Education, University of Delaware, Newark, Delaware
Tina Matuchniak, MA, PhD candidate, School of Education, University of
California, Irvine, Irvine, California
Anne
McKeough, PhD, Professor Emerita, Faculty of Education, University
of Calgary, Calgary, Alberta, Canada
Roxanne
Greitz Miller, EdD,
Graduate School of Education, Chapman University, Orange, California
George
E. Newell, PhD,
College of Education and Human Ecology, The Ohio State University, Columbus,
Ohio
Carol Booth Olson,
PhD, School
of Education, University of California, Irvine, Irvine, California
Dolores
Perin, PhD,
Teachers College, Columbia University, New York, New York
Janet C. Richards,
PhD, College
of Education, University of South Florida, Tampa, Florida
Bruce
Saddler, PhD,
Department of Educational and Counseling Psychology, University at Albany,
State University of New York, Albany, New York
Robin Scarcella, PhD, School
of Humanities, University of California, Irvine, Irvine, California
Bob
Schlagal, PhD,
Department of Language, Reading, and Special Education, Reich College of
Education, Appalachian State University, Boone, North Carolina
Timothy Shanahan,
PhD, Department
of Curriculum and Instruction, University
of Illinois at Chicago, Chicago, Illinois
Gary A. Troia, PhD, Department
of Counseling, Educational Psychology, and Special Education, Michigan State University, East
Lansing, Michigan
Jennifer VanDerHeide, MEd, College
of Education and Human Ecology, The Ohio State University, Columbus, Ohio
Melissa Wilson, PhD, College of Education and Human Ecology, The
Ohio State University, Columbus, Ohio
Amy Meichi Yu, BS, Faculty
of Education, University of Western Ontario, London, Ontario, Canada
ABOUT THE EDITORS
Steve Graham, EdD, is the Warner Professor
in the Mary Lou Fulton Teachers College at Arizona State University. A current
editor of the Journal of Writing Research,
he has received many awards, including the Career Research Award from the
Council for Exceptional Children, and is a Fellow of the American Educational
Research Association. The author or editor of numerous books on writing
instruction, he is coeditor of the Guilford series What Works for Special-Needs
Learners. His research focuses on identifying the factors that contribute to
writing development and writing difficulties, developing and validating
effective instructional procedures for teaching writing, and the use of
technology to enhance writing performance.
Charles A. MacArthur,
PhD,
is Professor of Special Education and Literacy in the School of Education at
the University of Delaware. He served as coeditor of the Journal of Special Education and serves on the editorial boards of
several other journals. His major research interests include writing
development and instruction for struggling writers, adult literacy, development
of self-regulated strategies, and applications of technology to support reading
and writing. Dr. MacArthur has published over 100 articles and book chapters
and several books, including the Handbook
of Writing Research (coedited with Steve Graham and Jill Fitzgerald).
Jill Fitzgerald, PhD, is Distinguished
Research Scientist at MetaMetrics in Durham, North Carolina, and Professor
Emerita at the University of North Carolina at Chapel Hill, where she is
currently Adjunct Research Professor in the School of Education. She is a
recipient of the American Educational Research Association's Outstanding Review
of Research Award and the International Reading Association's Dina Feitelson
Research Award, and is a member of the Reading Hall of Fame. Her research
interests center on literacy issues for multilingual learners and understanding
text complexity. With more than 100 publications, Dr. Fitzgerald is associate
editor of the Journal of Educational
Psychology and serves on the editorial boards of several other journals.
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