An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing
DOI:
https://doi.org/10.17239/jowr-2018.10.02.04Keywords:
collaborative writing, design principles, explicit writing instructionAbstract
There is abundant research evidence on the effectiveness of explicit writing instruction and peer-assisted writing. However, most of the research articles investigating these evidence-based writing practices fail to include clear and detailed descriptions of the interventions. Consequently, researchers and educational practitioners have no perception of the crucial ingredients underlying these interventions, hindering replication, dissemination, and implementation of evidence-based writing practices. In the present study, we provide in-depth insight into two instructional writing programs via an analytic description of both programs. More particularly, EI+PA students received explicit writing instruction and practiced their writing collaboratively, while EI+IND students received the same explicit writing instruction; however, they practiced by writing individually. Both interventions were analytically described by means of a reporting system. Following this procedure, the writing lesson programs were more particularly described by defining design principles, instructional teaching activities, and student learning activities.
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Copyright (c) 2018 Fien De Smedt, Hilde Van Keer
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.