NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027821
Record Type: Journal
Publication Date: 2013-Oct
Pages: 11
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1081-3004
Learning to Write in Middle School?
Lawrence, Joshua Fahey; Galloway, Emily Phillips; Yim, Soobin; Lin, Alex
Journal of Adolescent & Adult Literacy, v57 n2 p151-161 Oct 2013
Despite the emphasis on increasing the frequency with which students engage in analytic writing, we know very little about the "writing diet" of adolescents. Student notebooks, used as a daily record of in-class work, provide one source of evidence about the diversity of writing expectations that students face. Through careful examination of the notebooks written by four middle-graders in 12 content area classrooms (290 texts), the present study help us to understand the ways in which these writers were acclimatized in one school year to the norms of writing in these diverse disciplinary contexts. In particular, results of this study suggest that adolescent writers may be afforded little opportunity to produce cognitively challenging genres, such as analytic essays. Notably, in content area classrooms, students engaged in very little extended writing.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A