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Handbook of writing research / edited by Charles A. MacArthur, Steve Graham, Jill Fitzgerald.

Contributor(s): MacArthur, Charles A [] | Graham, Steve, 1950- [] | Fitzgerald, Jill [].
Material type: materialTypeLabelBookCopyright date: New York : The Guilford Press, ©2016Edition: Second edition.Description: xv, 464 pages ; 27 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781462522439 (hardback).Subject(s): English language -- Rhetoric -- Study and teaching -- Research -- Handbooks, manuals, etc | English language -- Composition and exercises -- Research -- Handbooks, manuals, etc | Report writing -- Study and teaching -- Research -- Handbooks, manuals, etc | Language arts -- Research -- Handbooks, manuals, etc | LANGUAGE ARTS & DISCIPLINES / Literacy | EDUCATION / Educational Psychology | LANGUAGE ARTS & DISCIPLINES / Composition & Creative WritingDDC classification: 808/.042071
Contents:
Machine generated contents note: Introduction, Charles A. MacArthur, Steve Graham, and Jill Fitzgerald -- I. Theories and Models of Writing -- 1. What Do Sociocultural Studies of Writing Tell Us about Learning to Write?, Charles Bazerman -- 2. Writing Research from a Cognitive Perspective, Charles A. MacArthur and Steve Graham -- 3. Writing Research from a New Literacies Lens, Donald J. Leu, David Slomp, Lisa Zawilinski, and Julie Corrigan -- II. Writing Development -- 4. Writing Process Theory: A Functional Dynamic Approach, Huub van den Bergh, Gert Rijlaarsdam, and Elke van Steendam -- 5. Understanding Planning in Text Production, Mark Torrance -- 6. A Sociocultural Perspective on Writing Development: Toward an Agenda for Classroom Research on Students' Use of Social Practices, Richard Beach, George E. Newell, and Jennifer VanDerHeide -- 7. After Writing, After School, Katherine Schultz, Glynda A. Hull, and Jennifer Higgs -- 8. The Development of Multileveled Writing Systems of the Brain: Brain Lessons for Writing Instruction, Karin H. James, R. Joanne Jao, and Virginia Berninger -- 9. From Language to Text: The Development and Learning of Translation, Michel Fayol -- 10. From Text to Language and Back: The Emergence of Written Language, Liliana Tolchinsky 11. Self-Efficacy Beliefs and Motivation in Writing Development, Roger H. Bruning and Douglas F. Kauffman -- 12. Self-Regulation and Writing: Meta-Analysis of the Self-Regulation Processes in Zimmerman and Risemberg's Model, Tanya Santangelo, Karen R. Harris, and Steve Graham -- 13. Relationships between Reading and Writing Development, Timothy Shanahan -- III. Instruction in Writing -- 14. Evidence-Based Practice and Writing Instruction: A Review of Reviews, Steve Graham, Karen R. Harris, and Amber B. Chambers -- 15. New Developments in Genre-Based Literacy Pedagogy, David Rose -- 16. Writing to Learn, Perry D. Klein, Nina Arcon, and Samanta Baker -- 17. Sociocultural Approaches to High School Writing Instruction: Examining the Roles of Context, Positionality, and Power, Michelle Nguyen Kwok, Exequiel Ganding III, Glynda A. Hull, and Elizabeth Birr Moje -- 18. Instruction in Evaluation and Revision, Charles A. MacArthur -- 19. Grammar Instruction, Richard Hudson -- 20. Argumentative Writing, Ralph P. Ferretti and Yueyue Fan -- 21. Computer-Based Writing Instruction, Laura K. Allen, Matthew E. Jacovina, and Danielle S. McNamara -- 22. The Role of Professional Development for Enhancing Writing Instruction, Sarah J. McCarthey and Cristin M. Geoghegan -- IV. Writing and Special Populations -- 23. Writing Development and Instruction for Students with Learning Disabilities: Using Diagnostic Categories to Study Writing Difficulties, Vince Connelly and Julie Dockrell -- 24. Writing Development and Instruction for English Language Learners, Alister Cumming -- 25. Teaching Writing in Culturally and Linguistically Diverse Classrooms, Valerie Kinloch and Tanja Burkhard -- V. Analytic Tools for Writing Research -- 26. Automated Writing Evaluation: An Expanding Body of Knowledge, Mark D. Shermis, Jill Burstein, Norbert Elliot, Shayne Miel, and Peter W. Foltz -- 27. Keystroke Logging in Writing Research: Analyzing Online Writing Processes, Luuk Van Waes, Mariëlle Leijten, Eva Lindgren, and ?sa Wengelin -- 28. Linguistic Analysis Tools, Pablo Pirnay-Dummer.
Summary: "The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also the editors; Best Practices in Writing Instruction, Second Edition, an accessible course text and practitioners guide"-- Provided by publisher.Summary: "Subject Areas/Keywords: cognitive, Common Core standards, CCSS, Common Core State Standards, composition, difficulties, elementary, English language learners, genres, linguistics, literacy, new literacies, professional development, reading, research methods, secondary, sociocultural, teaching methods, theories, writers, writing development, writing instruction DESCRIPTION The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified"-- Provided by publisher.
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Item type Current location Call number Copy number Status Notes Date due Barcode Item holds
Books Books Main Library: Reference Section
PE 1404 .H36 2016 (Browse shelf) c.1 Available Requested by College of Education 16-027451
Total holds: 0

Includes bibliographical references and index.

Machine generated contents note: Introduction, Charles A. MacArthur, Steve Graham, and Jill Fitzgerald -- I. Theories and Models of Writing -- 1. What Do Sociocultural Studies of Writing Tell Us about Learning to Write?, Charles Bazerman -- 2. Writing Research from a Cognitive Perspective, Charles A. MacArthur and Steve Graham -- 3. Writing Research from a New Literacies Lens, Donald J. Leu, David Slomp, Lisa Zawilinski, and Julie Corrigan -- II. Writing Development -- 4. Writing Process Theory: A Functional Dynamic Approach, Huub van den Bergh, Gert Rijlaarsdam, and Elke van Steendam -- 5. Understanding Planning in Text Production, Mark Torrance -- 6. A Sociocultural Perspective on Writing Development: Toward an Agenda for Classroom Research on Students' Use of Social Practices, Richard Beach, George E. Newell, and Jennifer VanDerHeide -- 7. After Writing, After School, Katherine Schultz, Glynda A. Hull, and Jennifer Higgs -- 8. The Development of Multileveled Writing Systems of the Brain: Brain Lessons for Writing Instruction, Karin H. James, R. Joanne Jao, and Virginia Berninger -- 9. From Language to Text: The Development and Learning of Translation, Michel Fayol -- 10. From Text to Language and Back: The Emergence of Written Language, Liliana Tolchinsky 11. Self-Efficacy Beliefs and Motivation in Writing Development, Roger H. Bruning and Douglas F. Kauffman -- 12. Self-Regulation and Writing: Meta-Analysis of the Self-Regulation Processes in Zimmerman and Risemberg's Model, Tanya Santangelo, Karen R. Harris, and Steve Graham -- 13. Relationships between Reading and Writing Development, Timothy Shanahan -- III. Instruction in Writing -- 14. Evidence-Based Practice and Writing Instruction: A Review of Reviews, Steve Graham, Karen R. Harris, and Amber B. Chambers -- 15. New Developments in Genre-Based Literacy Pedagogy, David Rose -- 16. Writing to Learn, Perry D. Klein, Nina Arcon, and Samanta Baker -- 17. Sociocultural Approaches to High School Writing Instruction: Examining the Roles of Context, Positionality, and Power, Michelle Nguyen Kwok, Exequiel Ganding III, Glynda A. Hull, and Elizabeth Birr Moje -- 18. Instruction in Evaluation and Revision, Charles A. MacArthur -- 19. Grammar Instruction, Richard Hudson -- 20. Argumentative Writing, Ralph P. Ferretti and Yueyue Fan -- 21. Computer-Based Writing Instruction, Laura K. Allen, Matthew E. Jacovina, and Danielle S. McNamara -- 22. The Role of Professional Development for Enhancing Writing Instruction, Sarah J. McCarthey and Cristin M. Geoghegan -- IV. Writing and Special Populations -- 23. Writing Development and Instruction for Students with Learning Disabilities: Using Diagnostic Categories to Study Writing Difficulties, Vince Connelly and Julie Dockrell -- 24. Writing Development and Instruction for English Language Learners, Alister Cumming -- 25. Teaching Writing in Culturally and Linguistically Diverse Classrooms, Valerie Kinloch and Tanja Burkhard -- V. Analytic Tools for Writing Research -- 26. Automated Writing Evaluation: An Expanding Body of Knowledge, Mark D. Shermis, Jill Burstein, Norbert Elliot, Shayne Miel, and Peter W. Foltz -- 27. Keystroke Logging in Writing Research: Analyzing Online Writing Processes, Luuk Van Waes, Mariëlle Leijten, Eva Lindgren, and ?sa Wengelin -- 28. Linguistic Analysis Tools, Pablo Pirnay-Dummer.

"The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also the editors; Best Practices in Writing Instruction, Second Edition, an accessible course text and practitioners guide"-- Provided by publisher.

"Subject Areas/Keywords: cognitive, Common Core standards, CCSS, Common Core State Standards, composition, difficulties, elementary, English language learners, genres, linguistics, literacy, new literacies, professional development, reading, research methods, secondary, sociocultural, teaching methods, theories, writers, writing development, writing instruction DESCRIPTION The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified"-- Provided by publisher.

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