Writing Reports In 2010

Writing to Read is an extension of this work and provides practitioners with research-supported information about how writing improves reading while making the case for researchers and policymakers to place greater emphasis on writing instruction as an integral part of school curriculum.Writing to Read: Evidence for How Writing Can Improve. Washington, DC: Alliance for Excellent Education, 2010. And yet, beyond the academy, we get very little training in writing, period.

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Only those that actively submit documents to us for our review make the report card.

If your agency does well, you’ll receive a letter of commendation from Congressman Dave Loebsack.

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Their report also supports earlier calls for emphasizing writing in the classroom and across content areas.

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Writing is a critical skill, important in its own right; given the evidence that consistent writing time and instruction not only improves writing but also reading, gives us an even more compelling case for finding time in our school day for more writing.

They acknowledge the limitations of excluding other forms of research and recognize the significant contributions of that research; at the same time, they share that completing this sort of meta-analysis allowed them to focus on studies where cause-and-effect could be inferred and effect sizes calculated.

Their meta-analysis generated three recommendations: What may be most important in all of Graham and Hebert’s findings is that infrequent writing and lack of explicit writing instruction minimize any sort of effect on reading from the writing practices they recommend.

See our list of Federal Plain Language Websites and Senior Officials.

Ten years ago The National Commission on Writing in America’s Schools and Colleges deemed writing the “neglected ‘R’” and called for a “writing revolution” that included doubling the amount of time students spend writing.

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