July 8, 2013
Summary of Articles
In this article teachers test the ability of enhancing the ELL students to
achieve better writing skills by the integration of technology into the
lesson. They used Project based learning to create products by the end of
the lesson. It is to give a real world concept to student work. Technology
is used as a means of creating a final draft of the product. By providing
students with a classroom conductive to learning for a long term benefits
not just right now with practices like time and opportunity to write, a
reason for writing, a genuine audience, access to role models, a safe
environment, useful feedback, and a sense of community (Fougler, 2007).
Although these are skills are focused in the article for ELL students I have
found that my students react in a positive manner to this same skills.
This article interviewed fourth
grade teachers on the writing
approach an how it had an
influence on their instruction.
Through this study showed that
writer’s workshop and traditional
skills instruction still occur but a
new trend in writing instruction
has occurred as well.
Bitchener, Young, & Cameron (2005) study investigated
the extent to which different types of feedback (written
and conference) on three targeted error categories (used
of preposition, past simple tense, and definite article)
helped L2 writers improve the accuracy of their use in
new pieces of writing.
Lacina and Block 2012) discusses the issue of writing in schools
as they believe that there is a “need to better understand
writing practices at the upper elementary through middle
school levels across the US.” (Lacina & Block, 2012). They
wanted to empower leaders’ and school teachers’ on improving
writing instruction as a process for change. Based on
information from previous research, it has shown that the
writing process should entail scaffolding of the teaching of
writing, using literature as a model for writing, using a process-
based approach, teaching writing within the content areas, and
teaching reading and writing using the new literacy’s. (Lacina
7 Block, 2012).
This article uses three people to
explain the process of writing. Three
different people are highlighted to
inform the reader; a former high
school teacher preparing for doctoral
candidacy, a doctoral student
interested in research/writing
practices and a university supervisor
for teacher education preservice
students. Each person explores and
explains the writing process from
their perspective and offers insight
into their own writing processes and
how that translates into the
•Preplanning Sheet – it allows students to brainstorm
about the topic
•RAFT- Role Audience Format and Topic- allows students
to use what they know
•Journal writing or double entry journal- students are
asked to reflect on a topic to build background and
activate the thinking process
•Read aloud and analyze- students are read to and must
reflect on it
•Technology is used a reference and research tool
•Allow small group work
•Motivate children to write about
topics they chose
•Encourage a social dimension
•Brainstorm – allowing students to brainstorm ideas with each
other or with the teacher allows them to be invested in what
they are writing. They feel that they are part of the writing
process when they are playing an active role in deciding what
to write about
•Drafting/Peer Editing – after writing begins, keeping students
engaged can be difficult. Having students sharing their drafts
with other students in the classroom allows for peers to engage
with each other. It also allows for students to edit if necessary
or help another student along who may be struggling with the
“just right” wording of an idea.
•Encourage – teachers should encourage students to be active
writers. Writing in a journal, writing for a grade, writing to
imitate authors are all ways that we can encourage students to
engage in writing
Best Practices By Charles Whitaker, PH.D.
•Establish a positive atmosphere for writing,
reading, and learning.
•Organize for writing.
•Arrange for meaningful-to-students reasons to
•Arrange for students to read, respond to, and use
a variety of materials written for a variety of
purposes and audiences.
•Write regularly across the curriculum and grade
•Arrange for students to have constructive
response to their writing and to offer response to
other writers (classmates, teacher, others).
•Provide opportunities for students to collaborate
as writers, thinkers, learners.
•Conduct mini-lessons on writing.
•Introduce students to the 6 traits of writing
•Gradually teach students strategies for planning,
revising, and editing their writing.
•Include journal/writer's notebooks into classroom
•Incorporate technology (allow students to see and hear
their favorite author talking about writing).
•Implement wikis or blogs.