The National Study of Writing Instruction - University at Albany

Schedule, Arrangements and Environment
How do your schools grouping, routines, and other organizational aspects affect the
kinds of writing students experience?
10. How does the daily schedule in your building impact the kinds of writing assignments students
do?
11. How are students grouped in by subject area and grade level? What impact does this grouping
have on writing?
12. What arrangements or special services are provided for English language learners, gifted and
talented students, special education students, or students struggling in a particular area? How do
these arrangements and services approach writing for those students?
Changes over Time
What influences have affected how writing is being approached in the district (how
have you responded, what would you do differently if you felt the opportunity?)
13. How has writing instruction in your school or classroom changed in recent times?
14. What are the main factors that you see as influencing the changes you mention?
Technology/Computers
In what ways do students’ uses of technology at school affect the kinds and amount of writing they
do?
15. Where and how are computers made available for student use? How accessible is it?
16. How are computers used for writing in the different coursework.
Writing Instruction
What kinds of writing instruction do you think is needed in academic subject classes?
17. Most subject teachers think content, not writing is what they should be teaching, but most do
have their students write in class. What kind of writing instruction that seems appropriate to you in
these instances?
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