How To Use Different Tools To Help To Write A Good Article?

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Advances in technology have made word-processing tools and Internet resources widely available, and students report making extensive use of them in their writing. At the same time, new genres and forms of publication have emerged that integrate a variety of media and capitalize on the flexibility of hypertext. From instant messages to Web pages to blogs to embedded graphics and videos, these changes are certainly having an impact on students' writing experiences, though they do not yet appear in NAEP. We do not know the extent to which students have opportunities to engage with the wealth of data available through technology as input for their writing nor the frequency with which they use various unmoral or multimodal technologies to GHD carry out school tasks. Even the use of word processors for drafting and revising may be less prevalent in schools than might be expected, as a byproduct of limited availability of the necessary technology as well as in response to testing programs that emphasize paper-and-pencil assessments.

Education has been high on the nation's agenda since ...
... at least the mid-1990s with the national standards movement, followed by NCLB. But where has this taken us? We are living in an educational era where reading is often considered content-free, where mathematics and science skills and content knowledge rather than ways to think about that content still predominate (although the standards in both subjects call for a broader focus on problem solving and communication skills), and where writing seems to have evaporated from public concern. In an article in Education Week, Kathleen Kennedy Manzo reported that high school students who aspire to attend college will likely be unprepared to tackle the complex reading and writing tasks they will encounter. A large part of the article was based on a 2006 ACT report that only 51% of the ACT test takers who wished to attend colleges met ACT's college benchmarks in reading (Act, Inc., Reading). Along with interview comments by experts across the country, Manzo concludes that although there is a rush to bolster math and science, there is reason for concern that reading and writing (and their role in content learning) will be "left out of the mix" (1). Despite national concern for overall student achievement, the analyses of NAEP data reported here suggest that writing may already be dropping from attention.

English teachers can take these results as both a warning and a call. They warn us that one major aspect of the English curriculum has unwittingly been given short shrift, and that one aspect of our mission may be receding without our notice. The findings also provide a call. While aligning instruction with standards has become an ongoing activity in many schools, this needs to be done with a special eye to what is happening in writing, including awareness of the frequency, length, and types of writing students are asked to do, as well as the various technologies they employ when doing so. Knowing that our assessments do not test all that students need GHD Hair to know and be able to do, NAEP results can be seen as a call for English teachers across the country to enter into professional discussions about the writing skills and knowledge students will need to do well at school, in higher education, and on the job. Although it is important for students to do well on high-stakes tests, it is our professional obligation to ensure they become the writers they will need to be as they leave our secondary schools at the cusp of lives as adults and citizens,