Research on Writing
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A National Study of Writing Samples
(1995) by The National Assessment
of Educational Progress (NAEP)
Results
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4th and 8th writing samples “not very
encouraging”
Practices that contributed to better
writing skills of students in the
sample:
process-writing strategies
more time writing (school and
home)
writing assignments of medium
to long lengths (more than one
page) at least 2 times per month
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Areas of Concern
Written Expression
Mercer & Mercer
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Fluency - number of written words
Syntax - construction of sentences
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Vocabulary
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maturity and variety of words used
Structure
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verb tense, word order
punctuation, grammar, capitalization
Content
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accuracy, ideas, organization
The Writing Process

Process vs. product orientation

Process orientation:
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Stage 1: Prewriting
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Stage 2: Writing a draft
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Stage 3: Making revisions
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Stage 4: Sharing with an audience
Process Writing
Isaacson (1990)
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Process should be modeled
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Process can be collaborative
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involve teacher and other students e.g.,
peer feedback, brainstorming, editing,
organization
Process can be prompted
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planning strategies e.g., outlines, maps
prompt steps e.g., written prompts
involving lists, codes (v., n., adj., cap.)
Process should be self-initiated and
self-monitored

writing strategies or self-statements
e.g., mnemonics
Teaching Writing

Semantic Mapping
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Lovitt (1997) “Tactics for Teaching”
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Wheels for Writing
Expressive Writing
Sequential Reinforcement
Contingencies
QuIP: A Writing Strategy
Strategies for Teaching Composition
Skills
Using Character Development to
Improve Story Writing
Mercer and Mercer
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PENS
PLEASE
COPS
TOWER
HOW
Areas of Concern
Manuscript and
Cursive

Manuscript

Shape
letters
slanted?
Size
too large?
Space
crowded?
Alignment
height?
Line quality
too heavy?
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Cursive
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Shape
too narrow?
Size
uniform?
Space
uneven?
Alignment
along
baseline?
Speed and ease
how fast?
Slant
back slant?
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See Mercer and Mercer Chapter 13
Strategies for
Teaching
Handwriting

Chalkboard Activities

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Finger painting, writing in clay/sand
Position

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manuscript: no slant, cursive: slight
angle
Holding pencil
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feet on floor, height, hold paper
nonwriting hand
Paper
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prewriting, muscle movements, large
shapes
use rubber band or tape, large primary
sized pencils, use of a practice golf ball
Stencils and templates for tracing
Lined paper

color-cued
Strategies
(continued)

Drawing between the lines
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Dot-to-dot
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Tracing with reduced cues
Learner (1997)