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Best Practices in Writing Instruction
Second Edition
Second Edition
Edited by Steve Graham, Charles A. MacArthur, and Jill Fitzgerald
Professors: free copies available for adoption consideration
Download an e-book copy now or request a print copy
The new edition will be published April 2013. If you need this title before then, please see the previous edition.
View Appendices 4.1 and 4.2
"The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the Common Core State Standards. 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 Common Core. 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)
"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
-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 Common Core. 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)
"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
