Review learning Session #3

What was the primary goal of the Writing For Pleasure research project?

• To improve the funding for writing programs

• To identify and describe the most effective writing teaching practices

• To increase the number of published young writers

• To evaluate the impact of writing on children's academic progress

What issue related to young people and writing is mentioned in the Executive Summary?

• A lack of interest in reading

• Profound underachievement in writing

• Overemphasis on digital communication

• The decline of traditional publishing

According to the literature review, what is necessary for high levels of student achievement and pleasure in writing?

• Extensive research into writing instruction

• Fourteen interrelated principles and practices

• Existing case studies of writing teachers

• Research summaries from literacy charities

What is the effectiveness of a Writing For Pleasure pedagogy according to the findings?

• Moderately effective

• Not effective

• Highly effective

• Inconclusive

What do teachers who proficiently teach the principles of Writing For Pleasure have in their classes?

• Students who feel the least enjoyment and satisfaction in writing

• Students who score lowest for the affective domains of Writing For Pleasure

• Students who feel the greatest enjoyment and satisfaction in writing

• Students who do not require any direct instruction

What is the relationship between self-efficacy, agency, and self-regulation in the context of Writing For Pleasure?

• They are unrelated concepts that do not impact each other

• They must be present in isolation for effective writing

• They are interconnected and support one another

• They hinder children's ability to write for pleasure

What is the effect of attending to children's self-efficacy, agency, and self-regulation according to the pyramid shown in the text?

• Children feel less motivated to write

• Children begin to identify themselves more as writers

• Children's writing skills deteriorate

• Children prefer to write only in groups

How did teachers scaffold children's understanding of the writing processes?

• By allowing them to write at their own pace

• Through demonstration, resources, displays, discussion, and sharing self-written exemplars

• By encouraging dialogic talk at all stages of the writing process

• By teaching them to use the writing processes in a linear model

What did the teachers use their working walls for?

• Displaying exemplary student work

• Advertising and sharing self-regulation strategies

• Posting the daily schedule

• Hanging educational posters

What did the teachers ensure for all their writers according to the "Every Child A Writer" section?

• That they all had individual desks

• That they all felt like independent writers achieving writing goals regularly

• That they all received equal amounts of homework

• That they all focused on quantity over quality