Lacina, J., & Block, C. C., (2012). Progressive writing instruction: Empowering school leaders and teachers. Voices from the Middle, 19 (3). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0193-mar2012/VM0193Progressive.pdf

Summary

This article by Jan Lacina and Cathy Collins Block, published in the magazine for the National Council of Teachers of English, outlines the authors' investigation into the the methods used by large, urban districts across the United States for writing instruction. By collecting information from key teaching and support personnel in each district, the authors were then able to compiles an generalized anecdotal representation of the state of writing instruction in many schools across the nation. 

The authors first started by inquiring about how each district evaluates the writing aptitude of their students based on previous years. According to their findings, the authors report that nearly 73% of respondents stated that their current students are less proficient in writing than previous generations (Lacina & Block, 2012). The second component of this study is to identify and describe the research-based instructional strategies used by each of the districts. The authors go on to identify and explain four specific research-based strategies that the majority of districts use in writing instruction. While the authors don't specifically focus on the technological tools used for writing instruction, they do provide examples that include technology. 

One such example that the authors provide is using exemplar texts and writers as a method of writing instruction (Lacina & Block, 2012). While the use of such texts could be either printed or online format, the authors and encourage the use of the internet to research or even collaborate with authors to enhance student motivation and exposure to new ideas. Another research-based method of writing instruction the authors discuss using peer response groups. While these groups could meet in class, the authors suggest the value and flexibility of using online forums to conduct peer interaction. 

The third example in the article is the most technology-focused strategy - having students use real-time, collaborative online tools, such as Twitter or Google Docs, to build an online community that can grow outside of the classroom (Lacina & Block, 2012). The final example provided in the article is using content-specific strategies to read, discuss, and write about specific topics. One such example is having students use learning logs in which they reflect on their learning in an informal, low-stakes format (Lacina & Block, 2012).

Reflection

This value is an excellent resource for teachers that are looking for specific, empirically-supported strategies to improve their writing instruction. While technology and writing go hand-in-hand in the modern classroom, the technology that is used is typically limited to online word-processors and basic collaboration. This article takes writing instruction to the next level by providing simplistic yet innovative ways to leverage the vast resources provided by the internet to help students build not only their interest in writing but their skills as well.