Harvard Educational Review
  1. Spring 2008 Issue »

    Beyond Writing Next

    A Discussion of Writing Research and Instructional Uncertainty

    David Coker and William E. Lewis
    Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery. They also address divisions and gaps in the field of writing research and instruction and offer suggestions for overcoming these rifts in order to advance understanding of adolescent writing development and effective writing instruction.

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    David Coker is an assistant professor in the School of Education at the University of Delaware. He teaches undergraduate and graduate courses in writing, reading, and language development. Coker’s research focuses on several topics, including writing development, writing assessment, writing instruction, and the connection between reading and writing. His interest in literacy development grew out of his experiences teaching English in an alternative high school in Atlanta and his work with elementary and middle school students in Cambridge, Massachusetts.

    William E. Lewis is an instructor in the School of Education at the University of Delaware. He teaches undergraduate and graduate courses in reading and writing in the content areas, young adult literature, and instructional models. Lewis’s research focuses on persuasive writing and argument, including research into how older students read, respond to, and write critically about literary texts. Lewis previously taught En­glish for twenty years in Pennsylvania public schools, which nurtured his interest in adolescent writing development and instruction.
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    Spring 2008 Issue

    Abstracts

    Introduction
    Why Adolescent Literacy Matters Now
    Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson
    Adolescent Literacy
    Putting the Crisis in Context
    Vicki A. Jacobs
    Teaching Disciplinary Literacy to Adolescents
    Rethinking Content-Area Literacy
    Timothy Shanahan and Cynthia Shanahan
    Redefining Content-Area Literacy Teacher Education
    Finding My Voice through Collaboration
    Roni Jo Draper
    Cognitive Strategy Instruction for Adolescents
    What We Know about the Promise, What We Don’t Know about the Potential
    Mark W. Conley
    The Complex World of Adolescent Literacy
    Myths, Motivations, and Mysteries
    Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris
    Toward a More Anatomically Complete Model of Literacy Instruction
    A Focus on African American Male Adolescents and Texts
    Alfred W. Tatum
    Implementing a Structured Reading Program in an Afterschool Setting
    Problems and Potential Solutions
    Ardice Hartry, Robert Fitzgerald, and Kristie Porter
    State Literacy Plans
    Incorporating Adolescent Literacy
    Catherine Snow, Twakia Martin, and Ilene Berman
    Beyond Writing Next
    A Discussion of Writing Research and Instructional Uncertainty
    David Coker and William E. Lewis