Design Principles for Teaching Effective Writing


This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC).

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Raquel Fidalgo, Ph.D., Titular de Universidad at Educational and Developmental Psychology Area of the University of León, Spain. Her research interests have been focused on metacognition and strategy and self-regulated instruction in writing field since 2001, participating in several edited books and peer-review publications.

Karen R. Harris Ed.D. (1981), Auburn University, is the Warner Professor of Education at Arizona State University. Formerly she was the Currey Ingram Professor at Vanderbilt University. She developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction. SRSD has been most extensively researched in the area of writing, although researchers have also addressed applications in reading, math, and homework. She has published 14 books and over 200 articles and chapters.

Martine Braaksma works since 2015 as senior policy advisor at the Education Council of the Netherlands. Formerly she was assistant professor at the University of Amsterdam (Research Institute of Child Development and Education). Since 1996, she performed research in the field of writing. In 2002 she received her PhD (thesis: Observational learning in argumentative writing). Main research interests are: (measuring) writing processes, hypertext writing, writing interventions, observational learning, writing-to-learn, and transfer from writing to reading.

Contributors are: Antonio Valle, Begoña López-Campelo, Carla M. Firetto, Celestino Rodríguez, Charles A. MacArthur, D. Paul Haspel, Daphne van Weijen, Elena Martín Ortega, Elliane Tuero, Estrella Fernández, Gert Rijlaarsdam, Isabel Martínez Álvarez, Jesús N. García, José Carlos Núñez, Julia Högemann, Karen R. Harris, Lauren Valasa Foxworth, Linda H. Mason, Liwei Wei, Mar Mateos Sanz, Mark Torrance, Martine Braaksma, Mengyi Li, P. Karen Murphy, Patricia Robledo-Ramón, Pedro Rosário, Rachel M. V. Croninger, Raquel Fidalgo, Rebeca Cerezo, Saskia Rietdijk, Steve Graham, andTanja Janssen.
Note: The volume is completed with an e-book that includes practical examples of the instructional programs and materials of the book intended for teachers, novel researchers and so on. The link to the e-chapter for the applicable book-chapter is given directly below the chapter in the table of contents. There is an additional e-chapter for chapters 4, 5, 6, 8, and 9. All e-chapters are available in full Open Access with a CC-BY-NC license on Figshare.
List of Figures and Tables Note to Reader

Introductory Part: Strategy Teaching for Learning to Write and for Writing to Learn

1 Design Principles for Teaching Effective Writing: An IntroductionRaquel Fidalgo, Karen R. Harris, and Martine Braaksma
2 Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-AnalysesSteve Graham and Karen R. Harris
3 Description and Analysis of Strategy-Focused Instructional Models for WritingPatricia Robledo-Ramón and Jesús N. García
4 Writing-to-Learn Instruction That WorksLauren Foxworth and Linda H. Mason
E-chapter 4 SRSD for RAFT WritingLinda H. Mason and D. Paul Haspel

Learning to Write: Design Principles in Teaching Writing

5 Developing Writing Skills through Cognitive Self-Regulation InstructionRaquel Fidalgo and Mark Torrance
E-chapter 5 CSRI Program on Planning and Drafting Strategies: Sessions and Supportive Instructional Materials Raquel Fidalgo, Mark Torrance, and Begoña López-Campelo
6 Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future ResearchKaren R. Harris and Steve Graham
E-chapter 6 POW, TREE and TWA for Writing Persuasively from Source Text: Lesson Plans, Materials, and TipsKaren R. Harris and Steve Graham

Writing to Learn: Design Principles for Writing to Learn

7 An Instructional Approach for Improving Reading and Writing to LearnLinda H. Mason
8 Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and WritingIsabel Martínez, Mar Mateos, and Elena Martín
E-chapter 8 Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 years old students) to Enhance Content-Learning through the Integrated Use of Reading and WritingIsabel Martínez, Mar Mateos, and Elena Martín
9 Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written TextPedro Rosário, José Carlos Núñez, Celestino Rodríguez, Rebeca Cerezo, Estrella Fernández, Ellian Tuero, and Julia Högemann
E-chapter 9 Promoting Self-Regulatory Skills in Writing Using a Story-TollJulia Högemann, Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, and Antonio Valle

Concluding Chapters

10 Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and ExtendedCharles A. MacArthur
11 Fostering Student Writing through Intervention Research: An Examination of Key ComponentsP. Karen Murphy, Carla M. Firetto, Mengyi Li, Liwei Wei, and Rachel M. V. Croninger
12 Reporting Design Principles for Effective Instruction of Writing: Interventions as ConstructsGert Rijlaarsdam, Tanja Janssen, Saskia Rietdijk, and Daphne van Weijen
The intended audience includes from an educational point of view: teachers and teacher educators of different educational levels, curriculum designers, administrators and policy makers; from a research perspective: researchers and graduate students interested in learning and instruction in general, or strategy instruction in writing or the use of writing as learning tool.
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