Writing Instruction for Adolescents in the Shadow of the Common Core State Standards

Abstract

Abstract Current research on instructional practices for secondary student writing reveals little emphasis on compositions requiring analysis, interpretation, and argumentation. Indeed, written expression in English language arts classes is generally confined to writing assignments of very limited length. Additionally, recent efforts for educational reform have led the United States to adopt national academic standards. This article examines the current focus on composition instruction for secondary students as girded by recent influences of the Common Core State Standards and within the context of four teacher surveys that investigated secondary instructional practices for writing. Questions are addressed regarding what and how often students write, influences of standardized testing, instruction for struggling writers, and teacher preparation. Opportunities are described for improving secondary writing instruction while building on the potential effects of the Common Core.