Adolescent Literacy, Field Tested
Writing Instruction in the Secondary Classroom: Surviving School Reform
School reform has left secondary teachers with heavier class loads and a demand to prepare students for testing, whether they can write or not. Meanwhile, research has shown that we can improve secondary writing if we teach students writing strategies, incorporate specific product goals, study models, use collaborative writing, and utilize inquiry activities in writing for content learning. By following a true process writing approach, we can strike back against mindless mandates, avoid the five-paragraph trap, and return writing to the secondary classroom.
Simmons, J. (2009).
Writing Instruction in the Secondary Classroom: Surviving School Reform.
In S.R. Parris, D. Fisher, & K. Headley (Eds.), Adolescent Literacy, Field Tested (pp. 21-33). Newark, DE: International Reading Association.