FUELing Effective Written Expression
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| Title: | FUELing Effective Written Expression |
|---|---|
| Language: | English |
| Authors: | Sara M. Flanagan (ORCID |
| Source: | TEACHING Exceptional Children. 2026 58(4):224-232. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Self Expression, Students with Disabilities, Prewriting, Writing Processes, Writing Instruction, Writing Strategies, Instructional Materials, Special Education |
| DOI: | 10.1177/00400599251340629 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | Writing a cohesive, complete paragraph on one idea can be a challenging task for students with high-incidence disabilities who have writing instructional needs. Writing can be supported in students with high-incidence disabilities with prewriting (or planning) strategies. Prewriting, or planning, strategies play a powerful role in developing all students' writing. Prewriting strategies prepare students to write by enabling them to select a topic, identify the audience and purpose of writing, and generate and organize ideas prior to writing their content. When students engage in prewriting, they are more likely to increase the amount of on-topic content and details written with improved organization and overall quality across writing tasks. Prewriting also minimizes the emphasis placed on executive function. In doing so, it allows students to strategically plan how to organize their ideas in a logical sequence and maintain a single focus, such as generating ideas on a writing topic. Prewriting activities are especially beneficial for students with high-incidence disabilities when the strategy is coupled with explicit instruction, practice, and models. This article discusses the FUEL writing strategy and graphic organizer. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1502529 |
| Database: | ERIC |
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| Abstract: | Writing a cohesive, complete paragraph on one idea can be a challenging task for students with high-incidence disabilities who have writing instructional needs. Writing can be supported in students with high-incidence disabilities with prewriting (or planning) strategies. Prewriting, or planning, strategies play a powerful role in developing all students' writing. Prewriting strategies prepare students to write by enabling them to select a topic, identify the audience and purpose of writing, and generate and organize ideas prior to writing their content. When students engage in prewriting, they are more likely to increase the amount of on-topic content and details written with improved organization and overall quality across writing tasks. Prewriting also minimizes the emphasis placed on executive function. In doing so, it allows students to strategically plan how to organize their ideas in a logical sequence and maintain a single focus, such as generating ideas on a writing topic. Prewriting activities are especially beneficial for students with high-incidence disabilities when the strategy is coupled with explicit instruction, practice, and models. This article discusses the FUEL writing strategy and graphic organizer. |
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| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599251340629 |
