For instance, a study made by Wong et al. (2002) found that students who wrote response journals gave superior test performances in comparison with students who did not write but participated in class discussion because the writing activity improved their comprehension abilities. And so, this underscores the part that teachers play in leveling up the American students’ writing proficiency.
In order to develop the correct methodologies in developing writing assignment design, a teacher should understand the root of the problem at hand. We turn to Kelly Gallagher (2006) for the major issues and causes why high school students fare dismally in writing performance evaluations. These include the facts that:
First, I will refer to the six pedagogical principles that teachers should consider when designing writing assignments that Charles MacArthur, Steve Graham and Jill Fitzgerald (2006) pointed out. These are: the degree of emphasis on teaching component skills in context and on the meaningful use of writing; the degree of connection between writing and students’ backgrounds; the degree of students’ interaction while writing; the problem-solving processes involved in the writing task; and, frequency of opportunities to write extended texts. (296) Here, the importance of the teacher’s role and his or her conviction is underscored as directly tied to the success of any high school writing program. Specifically, the teacher’s support of experimentation and divergent thinking, praise and feedback, acknowledgement and evaluation among others are pivotal factors in achieving the objectives of the writing activity or assignment.
Furthermore, I emphasize that the variables outlined by MacArthur, Graham and Fitzgerald regarding the significance of the students’ backgrounds and the students interaction in the productive outcome of the writing assignment. The teacher, hence, must be knowledgeable in these areas which require a certain