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Discussing a teacher's effort to improve the research techniques of her secondary students, this paper outlines the implementation of controlled research projects. It suggests using many small projects to develop researching techniques, rather than one large "end-of-the-semester" project. The paper gives 8 different topic options for these "micro themes." It concludes that controlled papers mean more practice, more research, more interest, and more success. (SC)

Research papers produced by students in college composition classes are often boring, poorly written, and disappointing. One way to help students overcome their inability to write decent research reports is to assign them the task of handing in a three page trial-run mock research paper about three weeks before the final essay is due. They must create a piece in which they argue a position different from the one they anticipate taking for the final piece. This mock paper is written from the point of view of a fake persona which the student creates, and none of the research or quotes in the paper are real. The better students usually create a humorous narrator with little intellectual acumen, and the paper is funny and readable. Other students begin to see, by trying to argue against their supposed points, that their argument is slim and in need of major revision. For students who tend to plagiarize, the exercise forces them to wear the mask of authenticity. Finally, all of the dull laws regarding citation can be checked in the mock research paper. Overall, the teacher gets papers from students who are learning to experiment with their real voices and thus produce some of the most lively writing of the semester. (HB)

A seven-step process helps students writing research papers distinguish between what they already know before they do any research and what they find out, and also avoids cut-and-paste, redeye, and plagiarized research papers. Students first narrate the story of the research process (which will be the structural spine of the paper) and then go through a brainstorming and class response process to choose topics, the seven steps to write the paper, which are as follows: students (1) write a description of everything they know about the topic already; (2) develop questions based on the difference between what they know and what they want to know; (3) make lists of possible ways (resources) to shed light on these questions; (4) investigate these resources until they find out something they didn't know before; (5) write a first draft and share it with teacher and class; (6) write another draft, integrating teacher recommendations; (7) write final drafts, including evaluative conclusions instead of just summaries, as well as footnotes and citations. This process spans the entire semester, happening concurrently with other assignments. (SR)

In 2004, the Lumina Foundation for Education approved a generous grant to support validation research to explore and document the validity of the Community College Student Report (CCSR), add to the higher education field's understanding of student engagement, and help to identify research or institutional practices that require further attention. The study was conducted in three strands that linked Community College Survey of Student Engagement ("CCSSE") respondents with external data sources: (1) data from the Florida Department of Education; (2) data from the Achieving the Dream project; and (3) student record databases maintained at community colleges that have participated in the "CCSSE" survey and are either Hispanic-Serving Institutions or members of the Hispanic Association of Colleges and Universities (HACU). All participating students had participated in the 2002, 2003, or 2004 administrations of the Community College Student Report, "CCSSE's" survey instrument. The pattern of results obtained from the Florida study broadly confirms positive relationships between the construct of student engagement as measured by "CCSSE" and community college outcomes. This Achieving the Dream study yielded mixed results. The most promising results were for academic achievement (cumulative GPA) and persistence (credit completion ratios and fall-to-fall retention). Less promising were the results when predicting course completions across developmental math, writing and reading, as well as college-level algebra and English. In the HSS study, the student engagement scales were predictors of both "CCSSE" self-reported outcomes and transcript-derived student outcomes. Overall, two student engagement scales--Academic Challenge and Support for Learners--were the most consistent predictors of student outcomes. Overall, results clearly demonstrate that in assessing the validity of the "CCSSE", the choice of student outcomes variables is very important. The analyses accounted for larger proportions of variance in cumulative GPA, total credit hours completed, and average credit hours than in first to second term persistence, first to third term persistence, and number of terms enrolled. Further, depending on the student outcome of interest, some "CCSSE" self-reported outcomes seemed to be good proxies for transcript-derived outcomes, specifically cumulative GPA and total credit hours earned. Overall, many of the "CCSSE" variables, as well as corresponding derived scales and factors, demonstrated solid relationships with both self-reported and transcript-derived student outcomes. The results of these studies point to the following overall conclusions: (1) There is strong support for the validity of the use of the CCSR as a measure of institutional processes and student behaviors that impact student outcomes; (2) The studies confirm a long tradition of research findings linking engagement to positive academic outcomes; (3) There is strong consistency in the relationship between engagement factors and outcome measures across the three studies; however, some outcomes have stronger relationships to engagement than others; and (4) The Support for Learners benchmark was consistently correlated with measures of persistence. Appended are: (1) Florida Community College System Validation Study Results; (2) Achieving the Dream Validation Study Results; (3) HSS Consortium Institutions Validation Study Results; (4) "CCSSE" Constructs; (5) Study Variables; and (6) Participating Institutions. (Contains 71 tables, 8 figures and 4 footnotes.) [For related report, "Student Engagement and Student Outcomes: Key Findings from "CCSSE" Validation Research," see ED529076.]

It is maintained in this paper that the "crisis" in writing is more a function of instructors' attitudes and expectations than a result of how students actually write. There are various reasons to question the crisis, for example: while the results of the National Assessment of Educational Progress (NAEP)--the most careful test of writing ability for grades 4, 8, and 12--are disappointing, the NAEP is not a "normed" test and indeed there are no national norms or standards for determining how well students write. In addition, writing is extremely complex; teacher approach it with different criteria in mind and therefore often disagree about what constitutes good writing. The paper maintains that the most obvious reason students do not write well is that they do not receive much instruction in writing and they rarely write. After offering examples of how "workaday" writing (such as notetaking, journals, freewritings, and microthemes) could be used in classrooms, the paper discusses two ways of teaching the process of formal writing (the natural process and structured learning), describes the characteristics of each, and recommends some combination of the two methods. Finally, the paper outlines five steps for incorporating formal writing into college courses, discussing specifically how such a teaching strategy would work for a course in American history and giving an extensive list of possible writing forms, as well as some hypothetical assignments. Fifteen references are included. (PRA)

More than one metaphor can be used in reflecting on and guiding literacy teaching and learning in the early years. The currently popular metaphor of "scaffolding" alone cannot capture the challenge of responding to the diversity of young children's intentions in literacy activities. An additional metaphor of "weaving" may enrich the ability to make sense of and respond to, in sensible ways, the often puzzling behavior of young children. While the scaffolding metaphor refers to the interactional support that adults and more skillful peers offer learners, weaving imagery suggests how children's progress in any one activity is supported by their experiences in varied activities. To truly scaffold or assist children in weaving the literacy web, educators must appreciate the complex intellectual and social history of children's stories, designs, pictures, and letters. These works provide insight into friendships, curiosities, and significant themes. The conversations of two students in their first 4 months of school illustrate the possibilities of metaphors. (Five figures of children's drawings are included; 26 references are attached.) (SG)

Considers why the traditional research paper seems to have been part of the English curriculum forever. Provides a glimpse at what teachers in the past have done to alter its teaching and final format and provides a background against which English teachers may want to reevaluate and reinspire their own teaching of the research paper. (SG)

In order to have freshman composition students review and strengthen their research and documentation skills, they are asked to write 700 to 1,000-word papers synthesizing from sources such as anthologies, journals, government documents, films, biographies, almanacs, and interviews. Three assignments require the students to gather information about an event, person, place, or thing of the past and then discover how that information is relevant to the present. This sort of research paper assignment prevents a remodeling of high school papers and motivates students to write because they can choose a topic relevant to their interests. (Detailed descriptions of the three assignments are provided.) (SRT)

Describes how undergraduate secondary English education majors in a course on teaching writing defined and created the multigenre research paper, researching a topic and then writing a number of pieces that integrated and interpreted their findings. Notes students' enthusiasm, creativity and ownership; shows two student papers; and describes using the multigenre research paper in a high school class. (SR)

Describes three strands of knowledge which help students produce better research papers: (1) the four moves employed by authors of journal articles; (2) the strategies employed in writers of localized news stories; and (3) a checklist for localized field research. (NH)

Intended to supplement the textbook series "Houghton Mifflin English Grammar and Composition" and to offer students and classroom teachers in the secondary schools a review of research writing, this guide outlines a step-by-step process allowing for thorough student comprehension and comfort with the application of basic research and writing skills. The table of contents reflects the series of steps involved in this process: (1) select a topic; (2) write a thesis statement; (3) make an outline; (4) research the subject; (5) record sources on "works cited" cards; (6) take notes; (7) write a rough draft; (8) use parenthetical references for documentation; (9) list the works cited; and (10) revise, proofread, and write the final paper. A sample cover page, outline, research paper, and works cited list are included. A list of correlations of curriculum to Texas Essential Elements for Library/Information Skills for grades 6, 7, 8, and 9-12 conclude the guide. (SR)

Inexperienced writers can become inspired researchers when they are allowed and encouraged to write about what matters to them. The traditional research paper assignment inflicts torture on students in two ways: (1) by the process it demands--basically a frenzied series of new learning tasks; and (2) by the mystery surrounding its codes--rarely do students know why certain procedures and conventions are important or even who their real audience is. Work with two sets of students in university level Educational Opportunities Program (EOP) rhetoric classes bears out these observations. One set of students worked on research topics triggered by personal experience, most often problems related to their minority backgrounds. The other set worked on topics developed through a more traditional, impersonal approach to the research paper, but even some of these students managed to create more interesting papers by injecting some elements of their personalities into the process. The experience of these students seems to indicate that inexperienced writers can discover for themselves the true process of academic research if they are allowed to bring personal commitment--and therefore a true purpose and sense of audience--to their work. (JL)

Discusses the Gawdy Papers, a mostly unpublished collection of family papers in the British Library consisting of over 5000 documents that cover a large period in the history of modern business writing (1509-c. 1750). Notes that they are extremely helpful in formulating tentative theories about the history of business writing. (SG)

Notes that a difficulty with the multigenre paper assignment is that educators assume that students are familiar enough with the various genres to write skillfully in the genres they select. Suggests that multigenre assignments can be improved by changing forms and format; changing perspectives; and changing boundaries. Concludes that multigenre papers thus provide the opportunity for students to develop expressive and poetic language. (PM)

Argues that teachers can cope with new technology by relating innovative uses of technology to old uses of technology. Compares the impact of laser printers on the form of student writing to the impact of liquid paper (correction fluid); and compares the impact of computer-supported classrooms to earlier efforts to bring typewriters into the classroom. (RS)

Drawn from a conference that addressed the role of sentence combining in the teaching of writing, the papers in this collection are divided into three sections: the theory of sentence combining, research in sentence combining, and sentence combining in the classroom. The 22 papers discuss a variety of topics, including the following: (1) sentence combining, style, and the psychology of composition; (2) the effect of sentence combining instruction on reading comprehension; (3) syntactic manipulation and scores in reading comprehension; (4) sentence combining in a comprehensive language framework; (5) developing paragraph power through sentence combining; (6) parallel sentence combining studies in grades nine and eleven; (7) multivariate analysis in sentence combining research; (8) problems in analyzing maturity in college and adult writing; (9) sentence analysis and combining as a means of improving the expository style of advanced college students; (10) sentence combining in training programs for business, industry, and government; (11) teaching the logic of sentence connection; and (12) sentence combining and composing in the classroom. The collection concludes with a bibliography of materials concerning sentence combining and writing instruction. (HOD)

Noting the powerful influence of writing skills on thinking skills, reading comprehension, and knowledge retention, this concept paper examines writing as it is used in the classroom, focusing specifically on the writing process. Following a rationale for teaching writing is a summary of related research that highlights practice as the most important element of becoming a better writer. The third section offers the writing process as a successful instructional approach and outlines some essential writing process concepts. The paper then discusses each step of the writing process: (1) prewriting (including issues involved in prewriting and the forms prewriting can take); (2) drafting; (3) revising; (4) editing and proofreading; and (5) publication (including teacher evaluation and school publications for fellow classmates). A conclusion discusses the role of the teacher in successful writing instruction. A bibliography is included. (JC)

Noting that handwriting is a subskill that often becomes an instructional end rather than a means to enhance written communication, this paper examines research on handwriting and its implications for instruction. Following an introduction on the current status of handwriting instruction, the paper summarizes research on handwriting legibility, fluency, and self-evaluation. Then the paper touches briefly on additional concerns that have appeared in the research, including the manuscript versus cursive script debate, and the writing implements--pens, paper, grip, and position. Implications for instruction are then discussed, in the areas of readiness, handwriting styles, instructional strategies, left-handed writers, remediation, and applications of technology. The paper concludes by noting that teachers need more training in handwriting instruction and that teacher attitude has a significant impact on developing a positive disposition toward legible, fluent handwriting. An annotated bibliography directed to the classroom teacher is included. (HTH)

States that persuasion as a discourse mode in composition classrooms tends to emphasize conflict and polarize students' positions. Proposes a "negotiative" mode of writing, focusing on the reader to achieve a cooperative settlement to opposing argument positions. Uses strategies including dialogic styles and structures that address issues of power, commonality, trust, face, likability, interdependence, feasibility, and reciprocity. (PA)

This packet assists Michigan teachers in improving writing instruction and student performance based on a better understanding of the holistic scoring guides used for the Michigan Educational Assessment Program (MEAP) grades 5, 8, and 11 High School Proficiency Test (HPST) writing tests. The packet includes actual scored student papers (released anchor papers) using the MEAP grades 5, 8, and 11 writing assessment holistic scoring guides. Teachers may use the information and the released anchor papers in this packet in planning for instruction. Also, this packet may be used with students, parents, school board and the community. The released anchor papers are annotated with explanations of the scores. Also included in this packet is background information, the description and writing prompt for each test, and advice how to use the anchor papers appropriately. (RS)

Since word-processing applications of microcomputers show a great deal of promise in helping learning disabled adults overcome writing problems, care should be given in selecting the software that they use. In considering what shared needs must be addressed when selecting word-processing software, it is necessary to isolate some of these needs, including the need for self-expression; a format for self-expression that meets standard "receiver needs"; a process of writing that is flexible enough to bypass fine motor, eye-hand coordination, or spatial orientation problems; and a format of expression that has a consistent structure to accommodate their problems with transfer or synthesis of specific information. Five selection criteria for word-processing software should be considered: (1) visable program logic, (2) clarity of on-screen format, (3) the manufacturer's documentation and tutorial, (4) on-screen working features, and (5) multisensory approaches. (A screening checklist that focuses on desirable features intended to accommodate the needs of the learning disabled writer is included.) (EL)

While young children's problem-solving models are not as elaborate as those of older students, they share an important belief, namely, that writing and reading are fundamentally purposeful acts of communication. Focusing on the interpretation of process, in particular on writing and reading as forms of problem-solving that are shaped by communicative purpose, three sets of vignettes show students at different stages of schooling as they write and read. The first set illustrates the nature of problem-solving in skilled reading and writing processes that are held as goals for college students. The second set of vignettes places these processes in context by considering some of the factors that influence students' problem-solving as they write and read in response to typical class assignments. The third section explores the problem-solving skills that young students--children learning to write and read and adolescents expanding their writing and reading abilities--bring to their school assignments. It is critical that strategies such as summarization and self-questioning not become disconnected from the larger communicative, meaning-construction process. The critical question is how to sustain and further develop the potential evident in the problem-solving of young writers and readers. Flexibly structured opportunities for teachers and students to exchange views about both their own and professional texts provide the student with context for cultivating a deeper understanding of writing and reading as purposeful acts of communication and to transform the contexts in which writing and reading occur. (Sixty-six notes are attached.) (RAE)

Although writing and reading instruction can be integrated regardless of the reading program materials used, teachers need a greater understanding of the similarities and differences in reading and writing processes, as well as knowledge of ways in which instruction can be merged, before integration can take place. Both reading and writing are complex cognitive processes that involve three similar strategies--planning (prewriting or prereading), drafting (writing or guided reading), and revising (modifying and extending, or postreading). Fundamental elements for developing an environment within which reading and writing can be integrated include: (1) emphasizing writing for real purposes and audiences; (2) providing frequent opportunities to write and share one's writing; and (3) creating opportunities for extended writing and evaluation. In this general environment, specific strategies, such as "concept of definition" instruction and Cognitive Strategy Instruction in Writing (CSIW), focus on helping students develop a schema that enhances both reading and writing. Writing experiences should link directly to reading activities in the classroom. For example, students using basal reading can write in connection with each basal selection. Some specific suggestions for writing activities integrated with basal reading topics include selecting a favorite character from a story and writing a character sketch, and rewriting a story written in the first person to take the form of a newspaper report. (Five figures are included and 39 references are appended.) (MM)

In response to teachers' requests for specific information about implementing the curriculum in the Expository Writing Program (EWP), this manual presents the instructional methods and materials used during the Teaching Expository Reading and Writing Project. First, the lines of research that formed the basis for the instructional program are described, specifically research on question-answer relationships, research on informational text structures, and research on writing processes. Next, EWP is described in terms of the rationale, methods, and materials used. This description is followed by a discussion of the impact that participation in this program had on the organization and quality of students' writing as well as students' attitude toward writing. Sample instructional sequences and other instructional materials are appended. (Author/SRT)

A successful expository writing program (1) should develop basic writing ability and fluency, (2) should convey to students that they are informants in a communicative context that includes writers and readers, and (3) should foster student control of the writing process including thinking and organizational strategies (such as planning, organizing, drafting, and revising. Writing problems in regular and special education classrooms differ in degree but not in type, and several samples of special education students' writing illustrate some of the strategies involved in writing improvement. The teacher must establish a writing environment where students write frequently and for sustained periods, alone and in collaboration with peers. Knowledge of text structures can help children activate schemata with details from their own experiences. The use of "think sheets" on planning and organizing can aid students in writing a first draft. Self-editing, peer editing, and revision also benefit from use of think sheet criteria, which remind teachers and students of appropriate strategies for different aspects of the writing process. Such strategies are best taught when the teacher assumes an active role as a mediator who models writing strategies and who evaluates strategy acquisition by monitoring changes in children's thinking and dialogue as well as changes in their compositions. (Two tables are included, and examples of different types of think sheets are appended, as well as a list of references.) (NKA)

Demonstrates ways in which students can use popular media sources for the purpose of research in rhetorical and cultural study. States that students come away with a better understanding of how the media usually only take one side or the other. (PA)

Describes a method for teaching students how to write about literature that asks students to produce numerous "parts" in one large project. Provides a basic outline and explanation of the assigned tasks. (HB)

Describes the way one English teacher designed a course by asking students to compare articles on the same topic from different newspapers. Claims that teaching such forms of textual analysis is highly motivating and pedagogically useful. (HB)