NotesFAQContact Us
Search Tips
ERIC Number: EJ1145709
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0148-432X
One Sentence at a Time: The Need for Explicit Instruction in Teaching Students to Write Well
Hochman, Judith C.; Wexler, Natalie
American Educator, v41 n2 p30-37, 43 Sum 2017
Expository writing--the kind of writing that explains and informs--is essential for success in school and the workplace. Students who cannot write at a competent level struggle in college. With the advent of e-mail and the Internet, an increasing number of jobs require solid writing skills. No matter what path students choose in life, the ability to communicate their thoughts in writing in a way that others can easily understand is crucial. In recent years, with the advent of the Common Core State Standards and the revamping of many states' standards, teachers at almost all grade levels have been expected to have students write not just narratives but also informative and argumentative essays, but there has been little reliable guidance on how to teach students those skills. The writing standards tell teachers where their students should end up, but what teachers need is a road map that tells them how to get there. The authors' approach to teaching writing, which they call The Writing Revolution (TWR), offers just such a road map. It provides a clear, coherent, evidence-based method of instruction that teachers can use no matter what subject or grade level they teach. It works just as well with elementary students as with those who are in high school. The method has demonstrated repeatedly that it can turn weak writers into strong ones by focusing students' writing practice on specific techniques that match their needs and providing them with prompt and clear feedback. Insurmountable as the writing challenges faced by many students may seem, TWR can make a dramatic difference.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A