Best Practices in Writing Instruction

by Steve Graham (Editor), Charles A. MacArthur (Editor)

Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English-language learners and students with special needs are discussed. The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes. 

Genres: Education, Nonfiction, Teaching, Writing, Professional Development

340 pages, Paperback

First published February 23, 2007

About the author

Main focus is writing difficulties, included examining the effectiveness of technology (i.e., word processing, spell checkers), strategic instruction designed to help struggling writers be more planful and reflective, and the teaching of the basic mechanics of writing (handwriting, spelling, and sentence construction). Learning disabilities are also an interest.

Reviews

[Justine]

Not the most exciting read, however, this can be especially helpful to teachers who lack confidence in their instruction of writing. Teachers across content areas would benefit from this read as well since it can increase discipline knowledge, genre structure, and strengthen overall literacy development.

[Anna]

This is set up as a series of essays based on research for best writing practices.

My favorites were:
Ch. 7 Writing to learn (in content areas) by Perry D. Klein, Katrina N. Haug
-10 minutes of focused strategies daily is more effective than longer sessions
Ch. 11 Planning by Debra McKeown and Erin Fitzpatrick
-teach students planning strategies to organize their ideas POWER, TIDE
Ch. 13 Reading-Writing connections by Timothy Shanahan
-

[Dr CG]

Great integration of common core standards to writing strategies. Would recommend!

[Turquoise Brennan]

Love this book, well written even with all the different researchers. Strategies that are practical and explanations that make sense.

[Janelle Coady]

I read this for our district's ELA curriculum research. Although it did not have much for new information pertaining to writing instruction, it did provide some good reminders and ideas for improving. I would have given it five stars, but then I would have had to put on my 5-star shelf, and I am trying to save that for more "fun" reads. I wouldn't consider this one to be all that enjoyable unless you are an English teacher or somebody wanting to implement more writing in your classroom (which should be all teachers).

[Deborah]

If you're a writing teacher, I think you'd find this interesting. Otherwise?? not so much. Chapters on different aspects of writing instruction talk about what research says and how to implement the practices supported by research. The writing is a little uneven, which is not uncommon in an edited book.

[Rachel Robins]

What I liked:
It's one of the few teacher books that is focused on Common Core utilization
Heavily researched-based

What I wasn't loving:
So dense that it difficult (or boring) to navigate
Good ideas when I could find them

I don't recommend reading it straight-through but as a reference, it would be helpful.

[Kim Shank]

I think this is great for educational leaders, coaches, specialists, interventionists, and ELA teachers. A lot of research and evidence to back up the strategies, but it’s a lengthy read and not super classroom teacher friendly. If you’re looking to reevaluate the writing instruction within your system, consider reading this.

[Zac Sigler]

There are pearls of wisdom about writing instruction in here, but most of the book is fluffy, scholarly, filler. Also, the technology chapter read almost identically to one that I've read in another book, so not much was new, even though this book is two years newer than the other.

[Rebekah]

I didn't find much useful in here. It was very dry, and the strategies were only briefly spelled out. A lot of it felt common sense to me.

[Helen]

I will be teaching foundations of literacy during the spring semester and this is one of the books. Any comments?

[Guisela]

good

[Abby]

Read for a grad class.

[Lexi]

Some hard to read stuff, would have liked more practical...here, go do this.

[Alicia Terrill]

Another read for my grad classes. Frankly, not one of the best. I just didn't get much out of it. . . Plus, it was super boring. Oh well . . .