The writing process: A powerful approach for the language-disabled student |
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Authors: | Jacqueline R Moulton Mary Sterling Bader |
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Institution: | (1) Dover-Sherborn Public Schools, Dover, Massachusetts;(2) Wayland Public Schools, Wayland, Massachusetts |
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Abstract: | Our understanding of the writing process can be a powerful tool for teaching language-disabled students the “how” of writing.
Direct, explicit instruction in writing process helps these students learn to explore their ideas and to manage the multiple
demands of writing. A case study of one student, Jeff, demonstrates how we structure the stages of writing: prewriting, planning,
drafting, revising, and proofreading. When these stages are clearly defined and involve specific skills, language-disabled
students can reach beyond their limitations and strengthen their expression. The case study of Jeff reveals the development
of his sense of control and his regard for himself as a writer. |
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