It Can Be Taught, But It Does Not Develop Naturally: Myths and Realities In Writing Instruction

Abstract

This article examines two myths about writing: good writing cannot be taught, and writing develops naturally. For each myth, we develop an alternate proposition and recommend methods for achieving it with students who find writing difficult. The proposed instructional procedures focus specifically on the development of knowledge, skill, will, and self-regulation in writing.

Additional information

Notes on contributors

Steve Graham

Steve Graham, EdD, is a Professor at the University of Maryland in the Department of Special Education. His works focuses on children's writing, particularly children who struggle learning to write. He has been involved in a variety of research projects investigating strategy and self-regulation instruction in writing, the process approach to writing, the teaching of the mechanics of writing, and alternative modes to writing. Much of his recent research has focused on the integration of more explicit teaching procedures within the context of process writing classrooms.

Karen R. Harris

Karen R. Harris, EdD, is a Professor of Special Education at the University of Maryland, College Park. She has taught kindergarten and fourth grade, as well as elementary students with learning disabilities, adolescents with severe learning and emotional problems, and young deaf children. Her research focuses on the integration of knowledge from affective, behavioral, cognitive, developmental, and social-ecological viewpoints in the development of instructional philosophy and practices for diverse classrooms.