Presents an integrated model for teaching students to write psychology literature reviews. Outlines a series of five writing tasks incorporating meta-analytical techniques. Describes a series of writing problems and provides solutions. Argues that such instruction, presented early in undergraduates' training, prepares them to write formal papers…

Draws on a study of socioeconomically disadvantaged children's acquisition of school literacies to investigate how children's writing and drawing might be key elements in developing critical literacies in elementary school settings. Focuses on how such classroom writing can be a mediator of emotions, intellectual and academic learning, social…

A study investigated the effect of explicit instruction in reading and writing strategies on student performance in a college-level Japanese partial immersion course. Subjects were five students, four of whom had been subjects of an earlier study of reading and writing strategies and all of whom were training to be Japanese teachers. In class,…

A plan for increasing effective student writing skills was developed and implemented. Subjects were students in a regular first-grade class, a fifth-sixth grade behavior disorder (BD) class, and a seventh-eighth grade self-contained educable mentally handicapped (EMH) class, all of whom exhibited inadequate writing skills. Evidence for the…

This action research study examined what writing strategy, process writing approach, free, or informal writing, was the most effective with students with learning disabilities. Five students (ages 13-15) in a self-contained eighth grade language arts class were observed while they learned the three different writing strategies. The process writing…

People write because they have something to say, when they have a rich experience to share, or when they have ideas to clarify and record. Effective writers learn how to communicate. This applies to adults as well as children. Teaching writing is about building on the language skills that children bring with them to school. Pupils need a rich…

Discusses writing techniques and assessment methods used in an interdisciplinary writing course. Recommends freewriting, small-group writing assignments, and peer tutoring. Supports assessment by more than one faculty evaluator, peer feedback, and optional versus mandatory rewriting. (CFR)

Fourth and fifth grade learning-disabled and non-learning-disabled students, who participated in a socially mediated writing intervention emphasizing the process of writing, writing strategies, and the role of teacher-student and student-student dialogue, were compared to a similar group of students who had not participated in the intervention.…

Describes a cooperative writing project involving a college-level psychology class and a ninth-grade English class. Discusses different concepts of psychology held by the two student groups. Concludes with suggestions for improving writing skills and helping students become more authoritative writers. (CFR)

What roles can colleges and universities play in serving the many young adults whom our public school systems fail? This article sheds light on how one university was able to make a literacy connection with students attending an Alternative High School (AHS). This connection enabled AHS students and teacher candidates to effectively carry out a…

Developed by educators from the Emily Griffith Opportunity School for a workplace literacy program for a large county agency, this teacher's guide integrates collaborative learning techniques and research into teaching the writing process. Techniques include whole group activities and discussions, partner activities, team activities, and peer…

Cognitively-based writing instruction for educationally disadvantaged students is examined, focusing on epistemic writing. The object of epistemic writing is to inquire into a particular topic and to familiarize/persuade the reader with the fruits of the investigation. In reviewing the distinctions between novice and expert writers, two models of…

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on the relationship between reading and writing is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

A practicum was conducted to develop critical thinking and improve expression through creative written language utilizing precision teaching as an evaluation of student performance. Six students (grades second through sixth) with low idea generation and few organization skills were trained by three teachers and a teacher advisor using…

This collection of essays relates the experiences of teachers who have adopted and implemented a writing-process approach in their classrooms. In the collection, elementary, secondary, and college teachers candidly discuss their experiences--the struggles and successes, and the differences between their imagined ideal and the everyday reality.…