%0 Journal Article
%T Model, Engage, Write, and Evaluate: A Model for Informative Writing
%A Juanita Moller
%A Earl H Cheek
%A Evan T Ortlieb
%A Frances Steward
%J Journal of Studies in Education
%D 2011
%I 
%R 10.5296/jse.v2i1.1328
%X Writing is regarded as a particularly demanding process involving complex higher level thinking processes combined with the demands of certain meta-cognitive skills. Since academic success may be predicted by the studentĄ¯s level of reading comprehension and writing skills and with the recent adoption of the Common Core State Standards, it is an ideal time for conceptualizing how to improve writing instruction for elementary students.  This mixed-methods study investigated the effects of process writing instruction on the development of second and third grade studentsĄ¯ writing abilities focusing on wide reading and inquiry, writing frames, technology netbooks, and grammar/mechanics.  Results indicate that all students involved advanced at least two stages on GunningĄ¯s scale of writing proficiency, increased in number of words written, addressed problems in writing mechanics, and improved selective language use.  Findings are relevant to classroom teachers, specialists, and administrators alike.
%U http://www.macrothink.org/journal/index.php/jse/article/view/1328