It Is More Than Just the Message: Presentation Effects in Scoring Writing

By Steve Graham, K. Harris, Michael A. Hebert. 2011

159 citations recorded by the source corpus.

People write for many reasons. Writing is used as a tool to record ideas and information, communicate with others, chronicle experiences, express one's feelings, persuade others, facilitate learning, create imagined worlds, and evaluate students' competence (Graham, 2006). In some instances, the only intended reader of a piece of writing is the author. Examples of such writing include diaries, to do lists, and lecture notes. In other instances, writing is meant to be both read and formally evaluated by others. This kind of writing can range from term papers to state and federal writing assessments to writing requirements included as part of college entrance applications.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b7d25783086b2be7f3711275956d174a0e092a44

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Literature and Literary Theory

Citations in the corpus

Common Core State Standards, Writing, and Students with LD: Recommendations (2013, methodology): “The data supporting each of the identiﬁed practices were taken from meta-analyses we conducted (Graham, 2006b; Graham et al., 2011b; Graham, Kiuhara, McKeown, & Harris, in press; Graham & Perin, 2007a, 2007b; Graham & Hebert, 2011; Sandmel & Graham, 2011) and represent the work of a host of writing…”
Teaching writing to middle school students: a national survey (2013, methodology): “…about the negative impact of high stakes assessments on writing programs have been raised by a number of researchers (Applebee & Langer, 2006, 2011; Graham et al., 2011b; Hillocks, 1986), and include narrowing of the writing curriculum, too much attention on test preparation, and emphasizing…”