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Direct linkWang, Elaine Lin; Matsumura, Lindsay Clare; Correnti, Richard; Litman, Diane; Zhang, Haoran; Howe, Emily; Magooda, Ahmed; Quintana, Rafael – Grantee Submission, 2020
We investigate students' implementation of the feedback messages they received in an automated writing evaluation system ("eRevise") that aims to improve students' use of text evidence in their writing. Seven 5th and 6th-grade teachers implemented "eRevise" (n = 143 students). Qualitative analysis of students' essays across…
Descriptors: Feedback (Response), Writing Evaluation, Computer Software, Grade 5
Wang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard – Reading Teacher, 2017
Recent English Language Arts standards emphasize teaching students to use text evidence to support their claims and opinions; yet, students often struggle to do so effectively in their writing. To help students develop this skill, clearer understanding of what effective evidence use entails and targeted feedback to guide students' writing…
Descriptors: Language Arts, Writing Improvement, Reader Text Relationship, Evidence
McKeown, Margaret G.; Correnti, Richard James; Crosson, Amy C.; Matsumura, Lindsay Clare; Quintana, Rafael; Sartoris, Mary – AERA Online Paper Repository, 2017
Writing is a critical tool for developing thinking and communicating ideas. However, only about a third of students across grades 4, 8 and 12 meet standards for proficient writing (NCES, 2011). While writing generally has long been a neglected area of curricula, this is especially the case with argument writing. The proposed presentation describes…
Descriptors: Instructional Effectiveness, Intervention, Persuasive Discourse, Writing Instruction
Wang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard – Reading Teacher, 2017
Supporting upper elementary students' higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common…
Descriptors: Feedback (Response), Thinking Skills, Elementary School Students, Elementary School Teachers
Patthey-Chavez, G. Genevieve; Matsumura, Lindsay Clare; Valdes, Rosa – Journal of Adolescent & Adult Literacy, 2004
The process approach to writing instruction emphasizes a cycle of revision during which students draft, edit, revise, and redraft their work. In this approach, feedback from teachers or peers and the opportunity to revise written work based on this feedback are considered to be keys to students' development as writers, and the role of instruction…
Descriptors: Middle Schools, Revision (Written Composition), Feedback (Response), Writing Processes
Peer reviewedMatsumura, Lindsay Clare; Patthey-Chavez, G. Genevieve; Valdes, Rosa; Garnier, Helen – Elementary School Journal, 2002
Investigated relation of the quality of third graders' writing assignments and written instructor feedback to quality of subsequent student work. Found that amount and type of teacher feedback predicted a small, significant proportion of variance in the quality of content, organization, and mechanics of final drafts. Initial writing quality…
Descriptors: Academic Achievement, Comparative Analysis, Elementary Education, Elementary School Students
