Rubrics: Heuristics for Developing Writing Strategies

Assessment for Effective Intervention

Volumn 34, Issue 3, 2009, Pages 134-146

  De La Paz, Susan ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

PLAN and WRITE; rubrics; strategy instruction; writing

Indexed keywords

EID: 84990352358     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/1534508408318802     Document Type: Article

References (28)

1. Andrade, H.G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education [Online], 4(4). Retrieved August 30, 2007, from: http://cie.ed.asu.edu/volume4/number4/
2. Bangert-Drowns, R.L., Hurley, M.M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29–58.
3. Christenbury, L. (2005). Thinking backward: Meeting the challenge of writing on demand. California English, 11(1), 12–16.
4. Danoff, B., Harris, K.R., & Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities. Journal of Reading Behavior, 25, 295–322.
5. De La Paz, S. (1999a). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research and Practice, 14, 92–106.
6. De La Paz, S. (1999b). Teaching middle school students with LD to plan and write expository essays. Focus on Exceptional Children, 5, 1–16.
7. De La Paz, S., (2007). Managing cognitive demands for writing: Comparing the effects of instructional components in strategy instruction. Reading and Writing Quarterly, 23, 249–266.
8. De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 687–698.
9. De La Paz, S., Owen, B., Graham, S., & Harris, K. (2000). From motorcycles to essays: Using self-regulated strategy development to plan and write for a state writing exam. Learning Disabilities Research and Practice, 15, 101–109.
10. Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187–207). New York: Guilford.
11. Graham, S., Harris, K.R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207–241.
12. Gregg, N., Coleman, C., Davis, M., & Chalk., J.C. (2007). Timed essay writing: Implications for high-stakes tests. Journal of Learning Disabilities, 40, 306–318.
13. Hand, B.M., Prain, V., & Yore, L. (2001). Sequential writing tasks' influence on science learning. In G. Rijlaarsdam (Series Ed.) & P. Tynjala, L. Mason, & K. Lonka (Vol. Eds.), Studies in writing. Volume 7: Writing as a learning tool-Integrating theory and practice (pp. 105–129). Dordrecht, Netherlands: Kluwer Academic.
14. Harris, K.R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline Books.
15. Harris, K.R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251–262.
16. Marshall, J. (1977). Miss Nelson is missing! Boston: Houghton Mifflin.
17. MacArthur, C., & Graham, S. (1993). Integrating strategy instruction and word processing into a process approach to writing instruction. School Psychology Review, 22, 671–682.
18. MacArthur, C., Graham, S., Schwartz, S., & Schafer, W. (1995). Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18, 276–291.
19. MacArthur, C., Swartz, S., Graham, S., Molloy, D., & Harris, K.R. (1996). Integration of strategy instruction into a whole language classroom: A case study. Learning Disabilities Research and Practice, 11, 168–176.
20. Newkirk, T. (2000, September 13). A mania for rubrics. Education Week, p. 41.
21. Popham, W.J. (1997). What's wrong-and what's right-with rubrics. Educational Leadership, 55(2), 72–75.
22. Schanzer, R. (2004). George vs. George: The American Revolution as seen from both sides. Washington, DC: National Geographic Society.
23. Schirmer, B.R., & Bailey, J. (2000). Writing assessment rubric. Teaching Exceptional Children, 33, 52–58.
24. Smith, L. (2006). John, Paul, George, & Ben. New York: Hyperion Books for Children.
25. Stoddard, B., & MacArthur, C.A. (1993). A peer editor strategy: Guiding learning-disabled students in response and revision. Research in the Teaching of English, 27, 76–103.
26. Tompkins, G.E. (2004). Teaching writing: Balancing process and product (4th ed.). Upper Saddle River, NJ: Pearson Education.
27. Tennessee Department of Education. (2008). Writing assessment rubric. Retrieved January 17, 2008, from http://www.state.tn.us/education/assessment/tswritingscore.shtml
28. Wilson, M. (2007). Why I won't be using rubrics to respond to students' writing. English Journal, 96, 62–66.