User:Jonahkasha/sandbox

Notes and annotations here apply to Writing process

Wery and Nietfeld discuss the implementation of self-regulated learning strategies for students with learning disabilities. While much of their research focuses on students in K-12 settings, they do emphasize the importance of think-aloud protocols and point toward the use of multimodal composition strategies, including students recording themselves learning and writing about topics of high interest and using software to create pictures and diagrams as part of their writing process strategies.

In looking at the efficacy of using autobiographies of autistic adults, Rose taps into a potentially powerful source for developing writing skills for people with disabilities. Quoting the work of Eakin, Rose points out the ability to foster an “interpersonal identity” which neurotypical individuals naturally through relationship building skills is often lost on autistic individuals and is reflected in their autobiographical work. Rose goes on to say that autistic autobiographies have a powerful tendency to validate experiences to a degree that makes it, in my opinion, an entry point to discuss writing strategies and techniques.

Troia illustrates how struggling writers often leave out important details and focus more on linear arguments and surface-level corrections which can seem to be more significant that they truly are. Longer compositions are often difficult for struggling writers, where digging into greater language subtleties and development of narrative details can be quite challenging. This also feeds into instructor bias, where an overemphasis on grammatical errors puts a stilted focus on that one aspect of composition.