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Model, Engage, Write, and Evaluate: A Model for Informative Writing

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Author(s): Juanita Moller | Earl H Cheek | Evan T Ortlieb | Frances Steward

Journal: Journal of Studies in Education
ISSN 2162-6952

Volume: 2;
Issue: 1;
Start page: 149;
Date: 2011;
Original page

ABSTRACT
Writing is regarded as a particularly demanding process involving complex higher level thinking processes combined with the demands of certain meta-cognitive skills. Since academic success may be predicted by the student’s level of reading comprehension and writing skills and with the recent adoption of the Common Core State Standards, it is an ideal time for conceptualizing how to improve writing instruction for elementary students.  This mixed-methods study investigated the effects of process writing instruction on the development of second and third grade students’ writing abilities focusing on wide reading and inquiry, writing frames, technology netbooks, and grammar/mechanics.  Results indicate that all students involved advanced at least two stages on Gunning’s scale of writing proficiency, increased in number of words written, addressed problems in writing mechanics, and improved selective language use.  Findings are relevant to classroom teachers, specialists, and administrators alike.
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