The state of writing in the U.S. has been on an upward trend for such a long time. The schools in this country have been under pressure lately to produce better readers and writers from their students. There has been increased lobbying by concerned parties on the need for schools and teachers in particular to be accountable for effective literacy instruction. The main reason for this need for public accountability is due to the increased dissatisfaction with literacy in schools. The trends in writing research, writing instruction and writing assessment have been changing ever since.
Skilled writing involves procreative thought practices that must be delicate to the desires and potentials of the audience. For writers to be able to efficiently communicate, they need to have focus, simplicity and consistency using a proper style and a well-drawn structural strategy. There is need for writers to be reflective and should mainly rely upon their sense of analysis, synthesis and evaluation. These writers should also get access to a facility with wide range of genres and supplementary commitments. However it must be noted that the hard task for educators is how to impart these multifaceted writing competencies to students.
Writing has continued to witness several changes including changes on how writing should be taught. With the introduction of the Writing Observation Framework that seeks to enhance writing instructions in schools. The process of writing research, instruction and assessment has taken a big successful step. This is a tool that seeks to enhance, clarify and document writing instruction.
What new information does Bromley include in the more recent chapter?
Bromley, K. (2009). Vocabulary Instruction in the Secondary Classroom.
This journal talks about the current theory and research on vocabulary teaching identifying the problems facing several teachers. It tries to explain the problems that several teachers of disturbed adolescents go through during their quest for offering better-practice vocabulary tutoring. It offers several other ways to the widespread “assign, define, and test” practice that has been employed by misinformed tutors for a long time. This journal is a creative piece of writing by Karen Bromley that seeks to highlight the vocabulary instructions that go on in the secondary classroom. It mainly focuses on the important instructional procedures for teaching academic vocabulary in secondary classrooms and how this should be carried out.
The journal identifies several classroom tried stratagems meant to bolster the success of the vocabulary instruction. These stratagems are demanding due to their need to involve students during the process. It requires for students to be actively engaged in semantically dedicated, multi-dimensional, and generally cooperative happenstances with words. This journal seeks to educate us on the importance of ensuring adolescent education is properly maintained. It fights to ensure the process of vocabulary instruction in secondary classrooms is improved for the better. It talks about the challenges that are being faced today by both the teachers and students during the process of vocabulary teaching. The article also tries to give us better ways of overcoming these challenges and to ensure the process of vocabulary teaching is successful for the success of the education system. It is a very educative article that should be read by not only teachers but students as well to gain the insight on how to improve the process of vocabulary teaching in the secondary classroom.
Reference List
Bromley, K. (2009). Vocabulary Instruction in the Secondary Classroom. In S.R. Parris, D. Fisher, & K. Headley (Eds.), Adolescent Literacy, Field Tested (pp. 58-69). Newark, DE: International Reading Association.
Brindley, R., & Schneider J.J. (2002). Writing instruction or destruction: Lessons to be learned from fourth-grade teachers' perspectives on teaching writing. Journal of Teacher Education, 53, 328-341.
Cohle, D., &Towle, W. (2001). Connecting reading andwritingintheintermediate grades. Newark, DE: International Reading Association.
