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Peer reviewed Peer reviewed
ERIC Number: EJ530723
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Help for Struggling Writers: Strategic Instruction and Social Identity Formation in High School.
Collins, James L.; Godinho, Garland V.
Learning Disabilities Research and Practice, v11 n3 p177-82 Sum 1996
This article explores the connections between strategic writing instruction and social identity formation in a ninth-grade combined English/social studies inclusion class. It shows how a combination of process writing and strategic writing instruction helped in their writing. Strategic writing instruction helped students view themselves as readers, writers, and learners. (CR)
Descriptors: Constructivism (Learning), English Instruction, High Schools, Inclusive Schools, Self Concept, Social Cognition, Social Studies, Special Needs Students, Writing Instruction, Writing Processes, Writing Strategies
Publication Type: Journal Articles; Reports - Descriptive; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A