Through the looking glass: Reflections of a writing scholar
DOI:
https://doi.org/10.14507/er.v28.3209Abstract
The Acquired Wisdom series provides veteran academics, like myself, a soapbox from which to brandish their accomplishments, failures, and lessons they presumably learned. It can be foolish and maybe a tad dangerous to offer an old dog a platform from which to bark. But here we are. I will try my best not to be dangerous. I make no promises about folly and banality.
Start at the Beginning
In the 1951 movie, Alice in Wonderland, the March Hare and the Mad Hatter give advice about how to tell a story – simply put: “Start at the beginning.” So here we go. (Hopefully the folly meter is not ticking upward yet.)
References
De Smedt, F., Van Keer, H., & Graham, S. (2019). The ‘bright’ and ‘dark’ side of writing motivation: Effects of explicit instruction and writing with peers. Journal of Educational Research, 112, 152-167.
Graham, S. (1982). Written composition research and practice: A unified approach. Focus on Exceptional Children, 14, 1-16.
Graham, S. (2018). The writer(s)-within-community model of writing. Educational Psychologist, 53, 258-279.
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43, 277-303.
Graham, S., Collins, A., & Rigby-Wills, H.
(2017). A meta-analysis examining the writing characteristics of students with learning disabilities and normally achieving peers. Exceptional Children, 83, 199-218.
Graham, S., & Hebert, M. (2011). Writing-to-read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710-744.
Harris, K., & Graham, S. (l992). Helping young writers master the craft: Strategy instruction and self regulation in the writing process. Brookline Books.
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