Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K–12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English-language learners and students with special needs are discussed. The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes.

Recensione:

'Jam-packed with current research and step-by-step classroom activities, this book immerses us in the world of writing and helps us examine our own understandings of what makes an effective writing practice. It is a solid read for teachers across the grade levels and a good choice for a book to be used district-wide.' - Rich Kent, PhD, Maine Writing Project, College of Education and Human Development, University of Maine, USA

'This volume is an amazing synthesis of current theories and practices related to writing research and teaching. Each chapter addresses important topics in writing and provides interesting, thought-provoking suggestions for instruction. I recommend this book highly and enthusiastically. It is an ideal text for master's-level courses.' - Patricia L. Anders, PhD, Department of Language, Reading and Culture, College of Education, University of Arizona, USA

'Best Practices in Writing Instruction is a full compendium of research-based skills and strategies designed with one goal in mind: to promote writing effectiveness in the classroom. Offering detailed depictions of classrooms in action, the book covers social, emotional, and academic concerns, and introduces both overarching concepts and specific, focused activities. Importantly, a consistent theme of writing as a vehicle for thinking and learning is reflected throughout the book.' - Douglas Kaufman, PhD, Neag School of Education, University of Connecticut, USA

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