The Need for Explicit Instruction in Teaching Students to Write Well
By Judith C. Hochman, Natalie Wexler
When Monica entered high school, her writing skills were minimal. After repeating first grade and getting more than 100 hours of tutoring in elementary school, she’d managed to learn to read well enough to get by, and she was comfortable with math. But writing seemed beyond her reach.
During her freshman year at New Dorp High School, a historically low-performing school on Staten Island in New York City, Monica’s history teacher asked her to write an essay on Alexander the Great. “I think Alexander the Great was one of the best military leaders,” Monica wrote. Her entire response consisted of six simple sentences, one of …
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