Writing in High School/Writing in College:
Research Trends and Future Directions
by Joeanne Addison and Sharon James McGee
Is writing a learned behavior? Does it "warrant a closer look at whether the persistence of tracking is contributing to the degree to which the achievement gap between students of different socioeconomic and racial groups also persist as identified by the NAEP" as some students write the way their environment speaks. Environments are the basics of the results of the way some students write. Although some schools create a great writing plans "many students do not engage in best practice for learning how to write, calling attention to the need to find ways to encourage greater engagement among students for best practice in learning how to write"structurally according to the U.S. Department of Education. Some students manages to concord writing projects with a great grade "According to NSSE, the types of writing assignments that promote "deep learning" across the curriculum include those that focus on analysis, synthesis, and integration of ideas from various sources in ways that lead to engagement with course ideas both inside and outside of the classroom(22). But how much of the actual writing across the curriculum falls into this category? Further, how does the writing assigned prepared students for the writing beyond the academy? In large-scales studies, institutional studies, and our own research, it seems that mush of the writing assigned to the students across the curriculum does intend to promote deep learning, although very little prepares students for writing beyond the academy" resulting in a difficult transition into the workplace.
Reading scholarly and academic sources may increase literacy and improve students writing ability and articulation. Promoting more engaging and structural behavior may be required " Like expressive assignments exploratory assignments are informal and focus on exploring ideas," encouraging students expressive behavior which may also encourage improvement in their personal growth.
How They Really Talk
Two Students' Perspective on Digital Literacy in the Writing Classroom
by Ann .M. Amicucci
Reiterating my comments in agreement with" scholars have recognized that any given literacy practice is shaped by its social and historical context (Barton & Hamilton, 1998; Gee, 1990, Street, 2003.) because some students write like their environment. Creative writing may encourage academic writing if place in the a certain context. As an educator I will encourage "practices that will bring digital literacies into writing classroom has emphasized the potential for fostering students' critical literacy skills through the use of digitals tools" encouraging academic perspectives. I was surprised to read that students were encouraged to participate digital literacy assignments. The survey of the ' data analysis revealed several student ideal situation writing course activity within digital context."evolving some academic writing processes. Digital tool will create a more personal relationship between the educator and the student. It will invite the education into the students personal lifestyle as it makes the students aware of the "out-of school" identity.
Academic writing announces one's identity.Young's (2004) argues perfectly "expectation in the classroom may require students to leave their out-of-school identity behind and adopt solely academic identities in their place" allowing academic growth for an easy transition into employment.