Although sentence-combining researchers acknowledge the importance of syntax-to-discourse transfer, their treatments have achieved it in varying degrees through unclear procedures. Improving the Expository Writing Skills of Adolescents suggests effective strategies for contextualizing learning in the English language arts, focusing on a novel method of syntax instruction called 'discourse-function sentence combining.' The language arts objectives are integrated with ninth grade biology materials.

Writing development is an area of concern in adolescents across education platforms, including parents who homeschool their children. The current study evaluated the effect of providing an online writing workshop for adolescents who are homeschooled. The participants of the study were students who were homeschooled and their parent(s) who were recruited via social media. After receiving child assent and parental consent, nine adolescents (5 females; 4 males), ages ten to twelve years old, participated in a five-week online writing workshop. The workshop consisted of one pre-test week, three weeks of treatment, and one post-test week. At pre- and post-test, the participants were evaluated through a modified use of the Test of Written Language-4th Edition (TOWLS-4) subtests, an expository writing sample, and the Writing Self-Efficacy Survey (adapted from Eggleston, 2017). During the treatment phase of the study, the clinicians implemented the Self-Regulated Strategy Development (Harris et al., 1996) approach to assist students in developing knowledge about writing, while promoting positive self-efficacy of themselves as writers. This approach consisted of six stages that aimed to gradually increase participants' independence in producing more syntactically complex sentences in their writing. To analyze the results of the study, t-test analyses were conducted to compare the means of the participants' pre- and post-test measures. In addition, the responses given from the self-efficacy survey were compared and ranked across each writing skill. The results indicated a significant difference from participants' pre- to post-test measures in the areas of sentence combining, vocabulary, logical sentences, and expository writing conventions. The findings demonstrated that the online writing workshop improved adolescents' syntactic complexity, self-efficacy, independence, and overall writing abilities.

Stronger Writing Skills for Teens offers middle and high school teachers strategies, techniques and materials for teaching adolescent writing in a variety of modes. A practical and useful resource for classroom teachers, the book focuses on quality writing instruction within the modes of writing as defined by Common Core State Standards. Examples of student work are included to illustrate effectively designed assignments and strategies for writing and revising. It includes methods for teaching vocabulary and academic language to help students improve word choice and use of language in their writing. Tools for assessing and grading student writing are also included, as well as suggestions and resources for effectively using writing rubrics and scoring guides. Narrative, expository/explanatory, argument, and research writing are discussed, with specific strategies, suggested materials, and ways to approach the modes. Teachers will also find suggestions for helping students learn to incorporate multimodal text into their writing and successfully write in digital contexts, as well as methods for helping students master timed and on-demand writing.

Highly-effective, field-tested lesson plans that will help transform struggling elementary and middle school students into skilled writers

Mr. George Smith, a children's book author, has been conductingwriting workshops at schools since 2004.Write Better Stories and Essays is his writing workshop published in the form of a workbook. It is designed to help students in middle school improve their writing skills. Key Benefits Explore different writing techniques Recognize common mistakes in writing Master creative techniques to improve writing Expand ideas into full length stories or essays Key Topics Covered Four Ways to Expand a Story Idea into a Story Creative Techniques for Using Words and Paragraphs Identifying Illogical or Incomplete Content, Inconsistent Voice (active or passive), Inconsistent Verb Tense (present and past) and Incorrect grammar Expressing the Emotions of a Character: Show, Don't Tell!! Using the Personification Technique Using the Flashback and Story Within a Story Techniques Using the Circular Text Technique Using the Five Senses Using the Persuasion Technique The Role of the Setting in a Story Presenting and Supporting Theories Techniques in Action: Stories and Essays Written by Middle School Students Detailed Answers Common Core State Standards Correlation Grading Rubrics Online Resources (QuillPad.org) Objectives The workbook has three objectives: The first objective of these workbook exercises is to give student authors practice in writing techniques that meet the standards for writing and language included in the Common Core State Standards Initiative (CCSSI). The second objective of these workbook exercises is to provide tools in the form of techniques that middle school student authors in grades 6 through 8 can use to improve the content of their narrative, persuasive, expository and descriptive writing. The third objective of this program is to create a platform for students to easily publish their writing online and get feedback from peers and educators. Writing is a skill that requires practice and mentoring. Children can become good writers through guided practice and constructive feedback. Please visit QuillPad.org to create an account and start publishing your stories and essays! More than 11,000+ Schools, 21,000+ Teachers, and 160,000+ Students use Lumos Learning Study Programs to improve student achievement.

A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.