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Writing Resources - Previous Revision

NCTE supports sound practices in the teaching of writing across all disciplines and offers resources to increase the public's knowledge and policymakers about the teaching of writing, and to make available professional development for schools and educators.

Spotlight on . . .

National Day on Writing
To draw attention to the remarkable variety of writing we engage in and help make writers from all walks of life aware of their craft, NCTE is working to establish October 20, 2009, as the National Day on Writing.  Find out how you can participate today!

 

Policy Research Brief
This NCTE Policy Research Brief, Writing Now!,  offers updates on research with implications for policy decisions that affect the teaching and learning of writing.

 

What We Know about Writing
Research on literacy learning during the last several decades has revealed a good deal about how students learn language, knowledge that, in turn, can support educators in making sound curricular decisions. Much of this research is characterized by observation of students in the actual processes of writing and reading, giving educators a fuller picture of these language processes and the supportive roles that we, and our students' families and communities, play in their development.  Read more.

Writing Concepts

  1. Students possess knowledge about written language and a variety of forms of writing; quality instruction reflects students' experience and knowledge.
    Examples for Grades 3-5 or 6-8
  2. All families and communities engage with literacy and literacy-related activity. Creating ways to bridge these activities and school writing experiences insures greater participation and success with school tasks.
    Examples for Grades 3-5 or 6-8
  3. The "language arts" develop in concert. Drawing supports writing, writing supports reading; opportunity to use multiple expressions of language increases language learning and ability.
    Examples for Grades 3-5 or 6-8
  4. Writing is a social activity; writing instruction should be embedded in social contexts. Students can take responsibility in shaping the classroom structures that facilitate their work.
    Examples for Grades 3-5 or 6-8
  5. Language learning proceeds most successfully when students use language for meaningful purposes.
    Examples for Grades 3-5 or 6-8
  6. Experience with a particular kind of writing is the best indicator of performance; extensive reading and writing within a particular genre or domain increases successful performance.
    Examples for Grades 3-5 or 6-8
  7. Writing is effectively used as a tool for thinking and learning throughout the curriculum.
    Examples for Grades 3-5 or 6-8
  8. Students' writing and language use reflects the communities in which they participate. The differences in students' ways of using language are directly related to the differentiation of their place in the social world. Language is a form of cultural capital and some forms of language have more power in society than other forms.
    Examples for Grades 3-5 or 6-8
  9. Assessment that both benefits individual writers and their teachers' instructional planning is embedded within curricular experiences and represented by collections of key pieces of writing created over time.
    Examples for Grades 3-5 or 6-8
  10. Language skills conventions (grammar, punctuation, spelling) are most successfully learned with a combination of carefully targeted lessons applied within the context of meaningful writing.
    Examples for Grades 3-5 or 6-8
  11. Authors and teachers who write can offer valuable insights to students by mentoring them into process and making their own writing processes more visible.
    Examples for Grades 3-5 or 6-8
  12. Technology provides writers the opportunity to create and present writing in new and increasingly flexible ways, particularly in combination with other media.
    Examples for Grades 3-5 or 6-8

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