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In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new meta-analysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.

Over the past 20 years, claims about how and why student writing can serve learning have changed markedly. This has been partly due to new technologies displacing writing as a predominant resource for learning, prompting new sense-making practices and shifts in how these changes are theorized. Learners now routinely collaborate to generate, manipulate, analyze, and share images in many subject areas, where multimodal and multimedia resources are expected to motivate learners, enact new learning processes and outcomes, and display this cross-modal learning. These new practices have prompted revisions to how writing is understood and used as a tool for learning in an increasingly multimodal, highly digitized world. In reviewing this literature, we claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning. Our case draws on both past and current research on writing as an epistemological tool. In presenting this case, we draw primarily on our professional background in science education research, acknowledging its distinctive take on the use of writing for learning. However, we think our general case also holds for other disciplinary areas.

This is a study on Iberian lead sheets and how they were progressively substituted by wax tablets during the Later Iron Age (II-I BC), a time when the appearance of bone styli becomes common. A staple of Iberian epigraphy is the use of lead sheets for writing, the Iberians borrowed from the Greeks the custom of writing on lead. Lead was a handy substitute for the importing of papyrus from the other end of the Mediterranean. The texts contained in these sheets, despite the interpretation problems inherent with Iberian language, are clearly inventories, lists and letters: documentary texts dealing with a daily use of the written word. More than a hundred such examples can be found, spanning the 5th to the 1st century BC. But lead sheets tend to disappear between the later 3rd century and early 2nd century BC, and it is in the ensuing century when bone styli spread. It is therefore probable that wax tablets did substitute lead sheets. Tabulae ceratae were possibly introduced in Iberia by the Romans, but nonetheless contextual analysis appears to indicate that the local population also used them.

Before Palm Pilots and iPods, PCs and laptops, the term \"computer\" referred to the people who did scientific calculations by hand. These workers were neither calculating geniuses nor idiot savants but knowledgeable people who, in other circumstances, might have become scientists in their own right. When Computers Were Human represents the first in-depth account of this little-known, 200-year epoch in the history of science and technology. Beginning with the story of his own grandmother, who was trained as a human computer, David Alan Grier provides a poignant introduction to the wider world of women and men who did the hard computational labor of science. His grandmother's casual remark, \"I wish I'd used my calculus,\" hinted at a career deferred and an education forgotten, a secret life unappreciated; like many highly educated women of her generation, she studied to become a human computer because nothing else would offer her a place in the scientific world. The book begins with the return of Halley's comet in 1758 and the effort of three French astronomers to compute its orbit. It ends four cycles later, with a UNIVAC electronic computer projecting the 1986 orbit. In between, Grier tells us about the surveyors of the French Revolution, describes the calculating machines of Charles Babbage, and guides the reader through the Great Depression to marvel at the giant computing room of the Works Progress Administration. When Computers Were Human is the sad but lyrical story of workers who gladly did the hard labor of research calculation in the hope that they might be part of the scientific community. In the end, they were rewarded by a new electronic machine that took the place and the name of those who were, once, the computers.

This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers' continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers' development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well.

The Common Core State Standards (CCSS) provide a new and ambitious blueprint for the teaching of writing. They provide goals and expectations for the writing knowledge and skills students are expected to master as they move from kindergarten to grade 12. CCSS also places writing at the center of the educational reform movement in the United States, making writing a more integral part of the curriculum and learning. While these standards have generated considerable controversy within and outside the educational community, the benefits of CCSS for writing far outweigh any potential limitations. At the most basic level, the implementation of CCSS should result in more writing and writing instruction in schools. This is not a trivial accomplishment, as a majority of American students’ writing is in need of improvement.

Ware contends that a distinction must be made between 'computer-generated scoring' and 'computer-generated feedback.' The former term refers to the provision of automatic scores derived from mathematical models built on organizational, syntactic, and mechanical aspects of writing, while 'computer-generated feedback,' the focus of this article, involves computer tools for writing assistance rather than for writing assessment. Adapted from the source document

This essay focuses on new materialist reconfigurations of social theory that alter understandings of agency, identity, subjectivity, and power. This research lends itself to recognizing writing as radically distributed across time and space, and as always entwined with a whole host of others. After overviewing new materialist efforts to draft a robust concept of matter, I explore the value of this work for twenty-first-century writing studies through the lens of acknowledgments, a genre wherein relationality is dramatized.

This article considers how developments in information and communication technologies impact the field of TESOL, providing an examination of the implications of digital composition practices for pedagogies of writing. Adapted from the source document

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD with fidelity. Through a review of prior studies, analysis of a small qualitative sample, and reflection on anecdotal notes from recent PBPD implementations, suggestions on how to implement PBPD to make the experience richer for teachers and improve outcomes for students, including those with EBD, are provided.