Effective learning and teaching of writing : a handbook of writing in education

Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners' research.

This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.

Gert Rijlaarsdam and Huub van den BerghMadelon Saada-Robert and Kristine Balslev and Katja MazurczakMaria da Graca L. C. PintoSofia Vernon and Monica Alvarado and Paula ZermenoMarta Milian GubernYviane RouillerChristina Diez and Juan Jose Anula and Fernando Lara and Pilar PardoHenrry Rodriguez and Sandra BrunsbergDouglas McClenaghan and Brenton DoeckePer-Olof ErixonRonald L. Honeycutt and Ruie Jane PritchardMaria KoutsoubouUwe GeistSergio Crasnich and Lucia LumbelliLucia Lumbelli and Gisella PaolettiMichel Couzijn and Gert RijlaarsdamMichel Couzijn and Gert RijlaarsdamEva LindgrenRoger BeardEmmanuele Auriac-Peyronnet and Marie-France DanielAnita Y. K. PoonMilagros Garate and Angeles MeleroSusanne MunchMilly Epstein-JannaiRob OliverAnne-Marie DolyLieve Vanmaele and Joost LowyckKate Kiefer and Mike PalmquistRon OostdamCaroline M. SternGeri SmythMonica Alvarado and Ana Laura de la GarzaTamar Levin and Tili WagnerGissi SarigPeter SayersRachel Segev-MillerElmar Stahl and Rainer BrommeCharlotte E. Taylor and Helen DruryAnat Shapira and Rachel Hertz-LazarowitzGisella Paoletti

Effective Learning and Teaching of Writing: Student Involvement in the Teaching of Writing	p. 1
Part 1 Studies in Learning to Write
Emergent Writing in Kindergarten and the Emergence of the Alphabetic Principle	p. 17
Looking at Reading and Writing Through Language	p. 31
Rewriting to Introduce Punctuation in the Second Grade: A Didactic Approach	p. 47
Contextual Factors Enhancing Cognitive and Metacognitive Activity During the Process of Collaborative Writing	p. 59
Metacognitive Regulations, Peer Interactions and Revision of Narratives by Sixth Graders	p. 77
The Directivity of Teacher Strategies in Collaborative Writing Tasks	p. 91
Making Digital Annotations Using the World Wide Web	p. 105
Popular Culture: A Resource for Writing in Secondary English Classrooms	p. 121
The Garden of Thought - About Writing Poems in Upper Secondary School	p. 131
Using a Structured Writing Workshop to Help Good Readers Who are Poor Writers	p. 141
Deaf Ways of Writing Narratives: A Bilingual Approach	p. 151
Stylistic Imitation as a Tool in Writing Pedagogy	p. 169
Improving Argumentative Writing by Fostering Argumentative Speech	p. 181
Monitoring Local Coherence Through Bridging Integration	p. 197
Learning to Write Instructive Texts by Reader Observation and Written Feedback	p. 209
Learning to Read and Write Argumentative Text by Observation of Peer Learners	p. 241
The Uptake of Peer-Based Intervention in the Writing Classroom	p. 259
Part 2 Studies in How to Teach Writing
Teaching Writing: Using Research to Inform Practice	p. 275
Impact of Regular Philosophical Discussion on Argumentative Skills: Reflection About Education in Primary Schools	p. 291
Action Research. A Study on Using an Integrative-Narrative Method to Teach L2 Writing in a Hong Kong Primary School	p. 305
Teaching How to Write Argumentative Texts at Primary School	p. 323
Teaching Writing - Teaching Oral Presentation	p. 339
Writing to Learn: Constructing the Concept of Genre in a Writing Workshop	p. 349
Writing "In Your Own Words": Children's Use of Information Sources in Research Projects	p. 367
Metacognition to Learn How to Write Texts at School and to Develop Motivation to do it	p. 381
Fostering Novices' Ability to Write Informative Texts	p. 393
Adapting to the Classroom Setting: New Research on Teachers Moving Between Traditional and Computer Classrooms	p. 417
Assessment of Argumentative Writing	p. 427
Digital Information Literacy: Teaching Students to Use the Internet in Source-Based Writing	p. 443
"Down the Plughole": The Pitfalls of Testing the Writing of L2 Pupils	p. 455
Part 3 Studies in Writing to Learn
Composing a Summary	p. 469
Enhancing Thinking Dispositions through Informal Writing: Experiences in Science Classes	p. 481
Fostering Reflective Writing by Structuring Writing-to-Learn Tasks	p. 499
Reflective Writing & Reflective Thinking: The Implications of Introducing Reflective Practice into a Professional Doctorate Programme in Pharmacy	p. 519
Writing to Learn: Conducting a Process Log	p. 533
Learning by Writing Hypertext: A Research Based Design of University Courses in Writing Hypertext	p. 547
The Effect of Student Prior Experience, Attitudes, and Approaches on Performance in an Undergraduate Science Writing Program	p. 561
Children's Writing Strategies: Profiles of Writers	p. 574
Writing-to-Learn and Graph-Drawing as Aids of the Integration of Text and Graphs	p. 587
References	p. 599
Author Index	p. 645
Subject Index	p. 655
List of Contributors	p. 667

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