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Increasing Writing Achievement in an Urban Middle School

spend writing. In other words, students are writing more, but not better, than their counterparts from previous years. This is problematic since teachers understand the task and could theoretically teach to the writing test. In many states, writing assessments are used to determine the influence of the writing "program." In California, for example, student writing is assessed statewide in grades 4, 7, and 10. Unfortunately, writ ing curriculum and instruction are often not based on sound educational practices or research. Too often, teachers assign and evaluate, rather than teach students to share their thinking through meanings they create. Novice writers need teachers who understand the var