Training Advanced Writing Skills: The Case for Deliberate Practice

By Ronald T. Kellogg, Alison P. Whiteford. 2009

233 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/eedd23a0e34bd5c5d55495aebfdb7d435c7b6124

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

The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “It is unlikely that no learning occurs via implementing comments after peer review, given the large amount of research supporting the pathway to learning across a wide range of domains (Astin, 1993; Ericsson et al., 1993; Kellogg & Whiteford, 2009).”
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “…resembles findings of the previous research studies that support the positive impacts of peer feedback on writing skills (see Gabelica, Van den Bossche, De Maeyer, Segers, & Gijselaers, 2014; Gabelica, Van den Bossche, Segers, & Gijselaers, 2012; Kellogg & Whiteford, 2009; Noroozi et al., 2016).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “Many freshmen’s and graduate students’ writing capacities are insufficient, and therefore writing education is open to improvement (Kellogg & Whiteford, 2009).”
A Revised Writer(s)-Within-Community Model of Writing (2018, background): “Writing mastery is increased through a conscious decision to become more skilled, apply what was previously learned to new situations, or build new ideas about writing from old ones (diSessa, 2014; Kellogg & Whiteford, 2009).”
Deliberate Practice Spells Success (2011, background): “Offering opportunities for deliberate practice of academic skills has the potential for dramatically improving student performance (Kellogg & Whiteford, 2009).”