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Held by NCER and NCSER under IES on September 12, 2016, it reviews key themes across four topic areas: argumentative writing, support for struggling writers, engaging adolescents in writing, and assessment and feedback. The report highlights the need to compare instructional tools across disciplines and better understand how argumentative writing functions in and beyond school, including effects on participation, knowledge construction, and self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/future-directions-for-writing-research-at-the-secondary-level-technical-working-group-meeting-summary-report/584442/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/future-directions-for-writing-research-at-the-secondary-level-technical-working-group-meeting-summary-report/584442.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who convened the meeting and when was it held?","Question",{"text":112,"@type":113},"The National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) of IES convened the group of experts. The meeting was held on September 12, 2016.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What four topic areas does the report focus on?",{"text":117,"@type":113},"The report focuses on argumentative writing, support for struggling writers, engaging adolescents in writing, and assessment and feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the report say about instructional needs for argumentative writing?",{"text":121,"@type":113},"It highlights the need for tools, strategies, and knowledge that teachers can use to effectively teach argumentative writing, including how evidence standards and argument processes may vary across disciplines.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584442,1792161246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Future Directions for Writing Research at the Secondary Level  \nTechnical Working Group Meeting  \nNational Center for Education Research (NCER) and  \nNational Center for Special Education Research (NCSER), Institute of Education Sciences (IES)  \nMeeting Held September 12, 2016  \nSUMMARY REPORT: January, 2017  \nPARTICIPANTS  \nTechnical Working Group Members  \nElizabeth Albro  \nAssociate Commissioner for Teaching and Learning, NCER, IES  \nJose Blackorby  \nSenior Director of Research and Development, CAST, Inc.  \nSarah Brasiel  \nProgram Officer, NCSER, IES  \nThomas Brock  \nCommissioner, NCER, IES  \nSusan De La Paz  \nAssociate Professor of Special Education, Counseling, Higher Education, and Special Education, University of Maryland  \nLinda Friedrich  \nDirector of Research and Evaluation, National Writing Project  \nSteve Graham  \nMary Emily Warner Professor in the Division of Educational Leadership and Innovation, Fulton Teachers College, Arizona State University  \nDiane Litman  \nProfessor of Computer Science, Senior Scientist of Learning Research and Development,  \nUniversity of Pittsburgh  \nCharles (Skip) MacArthur  \nProfessor of Special Education and Literacy, University of Delaware  \nLinda Mason  \nProfessor of Special Education in the School of Education, University of North Carolina at Chapel Hill  \nRebecca McGill-Wilkinson Program Officer, NCER, IES  \nJoan McLaughlin  \nCommissioner, NCSER, IES  \nDanielle McNamara  \nProfessor of Psychology, Director of the Science of Learning and Educational Technology (SoLET) Lab, Arizona State University  \nChristopher Moore  \nEnglish Language Arts Teacher, Olentangy Liberty High School, Powell, OH  \nGeorge Newell  \nProfessor of Adolescent, Post-Secondary and Community Literacies, The Ohio State University  \nNatalie Olinghouse  \nAssociate Professor in Educational Psychology in the Department of Psychology, University of Connecticut  \nCarol Booth Olson  \nProfessor, Department of Education, University of California Irvine  \nMikyung Kim Wolf  \nSenior Research Scientist, Center for English Learning and Assessment Research, Educational Testing Service  \nThe following meeting summary was edited by IES staff for clarity and consistency. Panel participants were allowed to review and comment on it, and their corrections were incorporated and clarifications were included as needed. The views expressed in this document reflect both individual and collective opinions of the meeting participants and not necessarily those of the U.S. Department of Education.  \nINTRODUCTION  \nOn September 12, 2016, the National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) of the Institute of Education Sciences (IES) convened a group of experts to discuss and provide input on research needs in the area of middle and high school writing for students, including English learners (ELs) and those with or at risk for disabilities. The discussion focused on four topic areas: (1) argumentative writing,(2) support for struggling writers,(3) engaging adolescents in writing, and (4) assessment and feedback. Each session consisted of a brief review of the topic and introductory questions (see Appendix A), presenter remarks, and general discussion. The meeting concluded with each expert identifying the most critical research need from his or her viewpoint. This report summarizes the key points and themes that emerged from the presenters’ remarks and discussion.  \nARGUMENTATIVE WRITING  \nWhat are the most pressing research issues related to argumentative writing, especially as it pertains to writing in different content areas and integrating across texts?  \nWhat tools, strategies, or knowledge do teachers, especially content area teachers, need to effectively teach students argumentative writing?  \nArgumentative writing is used for many purposes and can be found in the academic writing produced in all disciplines. Moreover, teachers in all secondary content areas/subjects expect stud","cbCaiuhUHZMnUwPq","https://ap.wps.com/l/cbCaiuhUHZMnUwPq","pdf",493780,14,"English","# Introduction\n## Argumentative Writing\n# Support for Struggling Writers\n# Engaging Adolescents in Writing\n# Assessment and Feedback","[{\"question\":\"Who convened the meeting and when was it held?\",\"answer\":\"The National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) of IES convened the group of experts. The meeting was held on September 12, 2016.\"},{\"question\":\"What four topic areas does the report focus on?\",\"answer\":\"The report focuses on argumentative writing, support for struggling writers, engaging adolescents in writing, and assessment and feedback.\"},{\"question\":\"What does the report say about instructional needs for argumentative writing?\",\"answer\":\"It highlights the need for tools, strategies, and knowledge that teachers can use to effectively teach argumentative writing, including how evidence standards and argument processes may vary across disciplines.\"}]","Future Directions for Writing Research at the Secondary Level - Technical Working Group Meeting - Summary Report | PDF",1792051011,35]