Text-Based Writing Assignments for College Readiness

Autor/inn/en	Matsumura, Lindsay Clare; Wang, Elaine; Correnti, Richard
Titel	Text-Based Writing Assignments for College Readiness
Quelle	In: Reading Teacher, 70 (2016) 3, S.347-351 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1489
Schlagwörter	Writing Assignments; College Readiness; Reading Skills; Reading Comprehension; Writing Ability; Writing Skills; Elementary School Teachers; Reading Instruction; Literacy; Reading Writing Relationship; Writing Instruction; Writing Processes; Reading Ability + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseverstehen; Schreibkompetenz; Writing skill; Schreibfertigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibunterricht; Reading competence; Lesekompetenz
Abstract	Research shows that cognitively demanding text-based writing assignments increase students' reading comprehension skills and analytic writing competencies. In this article, we describe the steps that upper-elementary grade teachers can take to develop cognitively demanding assignments that build these higher-level literacy skills and put students on the path to college readiness. Specifically, we discuss features of texts, both fiction and nonfiction, that provide grist for students to grapple with in their writing and prompts that support knowledge construction, deep thinking about texts, and use of evidence to support reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01