The National Study of Writing Instruction - University at Albany
The National Study of Writing Instruction - University at Albany
The National Study of Writing Instruction - University at Albany
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How important is each <strong>of</strong> the following in helping students in this class learn the<br />
discipline-specific types <strong>of</strong> writing th<strong>at</strong> are important to doing well in this subject?<br />
Providing models for reading,<br />
analysis, and emul<strong>at</strong>ion.<br />
Providing specific lessons on the<br />
appropri<strong>at</strong>e structure and<br />
content <strong>of</strong> each type <strong>of</strong> writing.<br />
Providing comments and<br />
corrections on work th<strong>at</strong> students<br />
submit.<br />
Providing opportunities for<br />
students to work collabor<strong>at</strong>ively<br />
to plan, revise, and edit their<br />
work.<br />
Providing rubrics/evalu<strong>at</strong>ive<br />
criteria th<strong>at</strong> highlight the<br />
characteristics <strong>of</strong> good<br />
responses.<br />
Not<br />
important<br />
55<br />
Somewh<strong>at</strong><br />
important<br />
Important Very<br />
important<br />
0 1 2 3<br />
0 1 2 3<br />
0 1 2 3<br />
0 1 2 3<br />
0 1 2 3<br />
To wh<strong>at</strong> extent do students in this class use computers and word processors?<br />
Never/hardly<br />
ever<br />
Sometimes Frequently Almost<br />
always<br />
For note taking 0 1 2 3<br />
For finding reference m<strong>at</strong>erials<br />
on the internet<br />
0 1 2 3<br />
For writing first drafts 0 1 2 3
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