The importance of direct explicit instruction in secondary schools has been shown to improve student learning outcomes across the curriculum. The question then becomes one of whether adapting direct explicit instruction in post-secondary institutions would have the same impact on student grades. Graham and Perin (2007) identified eleven elements…

According to the Common Core State Standards (CCSS), to be college and career ready students must be able to construct logical arguments using facts and reason. A feminist perspective provides an alternative point of view on the value of argumentation. The purpose of this study was to question the theories that frame the current CCSS 9-12 English…

Argues that the use of editing in the classroom involves the students in restructuring, revision, and rethinking as well as correction, extension, and deletion. (HOD)

Describes how students can use metaphors to evaluate their writing. Provides several metaphors which can help students make decisions about the use of support, examples, and detail in their writing. (MM)

Addresses the following questions: (1) why some students are reluctant or unwilling to revise while others revise more readily; and (2) what teachers can do to encourage reluctant revisers. (SR)

Describes one teacher's difficulty in getting his eighth-grade students to revise their writing. Discusses his successful use of writing "skeletons" to help define what revision is and to teach a structure for one type of revision. (SR)

Describes how studying under Ken Macrorie led one high school English teacher to use freewriting as a prewriting activity in her classroom. (ARH)

Discusses the ways language shapes meaning and knowledge. Considers how writing instruction is vitally linked to the concepts of social constructionism. Outlines a class exercise in which the teacher shares an essay-in-progress with students and discusses the idea of writing and revision as "conversation." (HB)

Reports how the use of microcomputers in a writing class helped change students' writing behaviors, created a writing community, caused the teacher to learn along with the students, and helped marginal writers improve. (SRT)

Outlines a procedure to help students revise their writing. (JL)

Describes a writing exercise which helps students understand the distinction between mere proofreading and actual revision. (MM)

Describes how teachers can use drafts of their own writing to teach revision. Uses several examples from the author's fiction and professional correspondence to illustrate the following: (1) differences between revision and recopying; (2) fleshing out a description; (3) reflecting audience needs; and (4) revising for clarity of purpose. (MM)

These guidelines for teaching editing skills to secondary students with hearing impairments focus on: (1) revision, in which students review and refine the content, ideas, and form of their writing; and (2) proofreading and copy editing, in which students examine grammar, sentence structure, punctuation, and spelling. Ways to utilize peers as…

Focuses on how educators can teach writing well, with a particular emphasis upon revision. Discusses the prewriting stage, prewriting conferences, drafting, revision, directed revision practice, and evaluation. (MG)

Describes some of what educators have learned about the complex task they ask students to tackle when they put them in peer groups to talk with each other about their writing. Analyses the work of one peer revision group and illustrates the complicated work that students can engage in as they struggle to justify their writerly decisions to their…