- 70% of 4th-12th grade students are considered low-achieving writers
- college professors estimate that 50% of college freshmen are unprepared for college-level writing
- nearly 40% of college students and high school graduates in the workforce view their own writing as not meeting expectations of quality
The report advocates the following instructional methods:
- writing strategies: explicitly teaching students strategies for planning, revising, and editing—processes that significantly influence writing quality
- summarizing: teaching students to effectively summarize material
- collaboration: engaging students in student to peer and student to teacher interaction focused on improving writing quality
- specific tasks: engaging students in specific but varied writing tasks that have a well-defined outcome
- construction instruction: explicitly teaching students how to form effective sentences, including more complex and sophisticated ones
- prewriting: aiding students in generating and structuring ideas before the first draft is attempted
- inquiry: engaging students in prewriting research to develop ideas, identify questions, and secure reliable information sources
- process writing: recognizing and engaging students in all the phases of writing with special emphasis given to those that significantly increase quality (prewriting and revising)
- models: engaging students in analysis of excellent writing models for the genres in which they also will be writing
- writing to learn: engaging students in writing throughout all disciplines
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