Dale Lindblom (author)
Bryan Hartman (Thesis advisor)
University of Northern British Columbia (Degree granting institution)

2008

Master of Education (MEd)

Education

Number of pages in document: 134

Because nonfiction writing instruction is less well-understood than instruction in other genres, this interpretive literature review explores teaching practices likely to nurture students' effective informational writing. Also, because children's expository writing often lacks energy, attention was paid to instructional practices that encourage voice. Suri's MIRS framework was used to ensure the study's rigor throughout the examination of works by selected writing instruction experts. Certain instructional provisions foster effective writing in any genre: direct instruction in writing process skills regular, frequent time for writing student choice of writing topics, teacher response to children's compositions during writing regular time for reading, and mentorship of young authors. For children to write compelling nonfiction, they must additionally receive instruction in topic selection, nonfiction reading strategies, and note-taking. Finally, immersion in fine nonfiction, freely chosen topics, and oral and written rehearsal of new learning increase the likelihood that students' informational writing will exhibit voice.

English language -- Composition and exercises -- Study and teaching.
Language arts (Elementary)
Prose literature -- Study and teaching (Elementary)

https://doi.org/10.24124/2008/bpgub1345

research (documents)