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Traditions of Writing Research reflects the different styles of work offered at the Writing Research Across Borders conference. Organized by Charles Bazerman, one of the pre-eminent scholars in writing studies, the conference facilitated an unprecedented gathering of writing researchers. Representing the best of the works presented, this collection focuses solely on writing research, in its lifespan scope bringing together writing researchers interested in early childhood through adult writing practices. It brings together differing research traditions, and offers a broad international scope, with contributor-presenters including top international researchers in the field The volume's opening section presents writing research agendas from different regions and research groups. The next section addresses the national, political, and historical contexts that shape educational institutions and the writing initiatives developed there. The following sections represent a wide range of research approaches for investigating writing processes and practices in primary, secondary, and higher education. The volume ends with theoretical and methodological reflections. This exemplary collection, like the conference that it grew out of, will bring new perspectives to the rich dialogue of contemporary research on writing and advance understanding of this complex and important human activity.
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 practitioner's guide.
Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.
WRITING PROGRAMS WORLDWIDE offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.
Divided into two volumes, the Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Volume II addresses research-based practices, offering a deep dive into tiered systems of support and advances in interventions and assessments, as well as socially, emotionally, culturally, and linguistically relevant practices. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
Busy academics must publish. To fulfil research output, they must write to a specific journal style and high standard while juggling other professional tasks. This book develops understanding of how writing happens, what good writing looks and feels like, what gets published and what does not and why.
Presents a collection of essays discussing the theories and models of writing research.
Writing in Social Spaces addresses the problem of making time and space for writing in academic life and work of the professionals and practitioners who do academic writing'. Even those who want to write, who know how to write well and who have quality publications, report that they cannot find enough time for writing. Many supervisors are unsure about how to help postgraduates improve their writing for thesis and publication. Whilst the problem does presents through concerns with ‘time’, it is also partly about writing practices, academic identities and lack of motivation. This book provides a research-based, theorised approach to the skill of writing whilst retaining a link to writing practices and giving immediate yet sustainable solutions to the writing problem. It supplies new theory and practice on: socializing writing-in-progress and writing with others exploring the alternation of conscious and unconscious, internal and external processes in academic writing whilst in a social grouping Applying social processes in the writing process Using case studies and vignettes of writing in social spaces to illustrate the theory in practice, This book is a valuable resource for academics, scholars, professionals and practitioners, as well as researchers at all stages of their career, and in all disciplines.
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.