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Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas
Lawrence, J. F., Galloway, E. P., Yim, S., & † Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy, 57(2), 151–161. http://doi.org/10.1002/jaal.219
Abstract: Despite the emphasis on increasing the frequency with which students engage in analytic writing, we know very little about the ‘writing diet’ of adolescents. Student notebooks, used as a daily record of in‐class work, provide one source of evidence about the diversity of writing expectations that students face. Through careful examination of the notebooks written by four middle‐graders in 12 content area classrooms (290 texts), the present study help us to understand the ways in which these writers were acclimatized in one school year to the norms of writing in these diverse disciplinary contexts. In particular, results of this study suggest that adolescent writers may be afforded little opportunity to produce cognitively challenging genres, such as analytic essays. Notably, in content area classrooms, students engaged in very little extended writing.
Lawrence, J.F. (2015, September). Technology in English. U.S. Department of State, Bureau of Educational and Cultural Affairs. The White House, Washington D.C.
Warschauer, M., & Lawrence, J. F. (2014, April). The Learning Analytics of Cloud Based Writing. Google Campus, New York, New York
Lawrence, J.F. (2012, September). Does talk exposure in preschool predict second-language vocabulary at age 10? A longitudinal study of Turkish immigrant children growing up in Norway. 学前教育中的语言接触是否会预测儿童10岁时的第二语言词汇？(Presented in Mandarin). East China Normal University, Shanghai, China.