- Ronald Kellogg (effort in writing for college students)
- Barry Zimmerman (self-regulation in writing)
- Hayes and Flower (1986)
- Frank Pajares, Susan Hidi, and Pietro Boscolo (Self-Efficacy)
Graham and Perin, 2007 ("Teaching grammar in a traditional manner does not improve the quality of text produced by adolescent developing writers.")
Motivation is an area about which we apparently know very little when it comes to writing.
"What we see is that in 1st and 2nd grade, kids come in wanting to write and read, but that goes downhill pretty fast and takes a nose-dive in high school."
Knudson and Pajares: examine relationships between attitudes and self-efficacy do shape writing performance.
"Writing is not receiving its due role in the schools."
- Grades 1-3: a good amount of time spent on writing (20-40 min a day), but not much or enough spent on writing process.
- Grades 4-middle school: maybe 15 min a day on writing
- Middle school-up: writing time in school declines considerably. The (3) most frequent writing activities in middle school and up:
- making lists
- answering questions (one time)
- filling in blanks
Direct correlation between reading comprehension and writing--the more we ask kids to write about what they read, the more their understanding increases. We don't know if the reverse is true.
