Contextualize English grammar instruction within purposeful, authentic writing tasks¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends embedding grammar practice within purposeful writing rather than teaching it in isolation. For example, when a class writes a persuasive letter, "the process of engaging in such complex thinking then drives the need for complex written language," and authenticity drives frequent rereading and revising toward a grammatically correct published piece.

Design Implications¶

Context¶

Requirements¶

• Writing tasks must have an authentic purpose and audience so that the need for complex language arises from the composing task itself

Constraints¶

• This interpretation is offered as the authors' speculation about why SIWI students gained on written language while comparison students doing explicit grammar practice did not

Target Learners¶

• elementary students, including deaf and hard of hearing students with diverse language needs

Target Learning Goals¶

• written language accuracy
• written language complexity
• genre-specific writing skills

Claims¶

• SIWI improved discourse-level writing traits in both personal narrative and persuasive genres among grade 3-5 d/hh students [+W]
• SIWI improved written language accuracy and complexity outcomes, especially for personal narrative writing [+W]

Related Strategies¶

• Sentence Combining
• Inquiry-Based Writing
• Student Blogging
• Genre Scaffolding
• Implement multiple intelligences activities within a content-based framework to teach target grammar and vocabulary in context
• Teach idioms through interactive, contextualized activities such as role-play and movie clips rather than isolated definitions

Examples¶

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Key Sources¶

• Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., Kilpatrick, J., & Saulsburry, R. (2018). Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5. Journal of Educational and Developmental Psychology, 8(1). https://doi.org/10.5539/jedp.v8n1p99