Type of Article
A variety of teaching strategies and process approach methods have been implemented as a means of improving student writing across the country. Despite efforts to improve student writing, specifically in secondary education, it has been reported that 70% of students in grades (4-12) are weak writers and additional studies indicate that one third of high school graduates are not prepared for college-level writing courses (Graham & Perin, 2007; Persky et. al. 2003). SEE-I framework facilitates the premise for problem solving and critical thinking strategies situated in the writing process. Flower and Hayes (1977) stress the importance of treating writing as a thinking problem within the act of composing. The following paper establishes the theoretical background for SEE-I, the premise of its inception, the implementation and modifications, and the challenges encountered.
Sanchez, Bernice; Kazen, Hayley; and Cantu, Lilia P.
"SEE-I Critical Thinking Framework: Expository Writing in Middle Schools,"
MLET: The Journal of Middle Level Education in Texas: Vol. 6
, Article 1.
Available at: https://scholarworks.sfasu.edu/mlet/vol6/iss1/1
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