Published:
Spring 2008
Source: Harvard Educational Review, Spring 2008
Publisher: Harvard University
Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery.
They also address divisions and gaps in the field of writing research and instruction and offer suggestions for overcoming these rifts in order to advance understanding of adolescent writing development and effective writing instruction.