FUELing Effective Written Expression.
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| Title: | FUELing Effective Written Expression. |
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| Authors: | Flanagan, Sara M.1 (AUTHOR) sara.flanagan@maine.edu, Lee, Joo Young1 (AUTHOR) |
| Source: | Teaching Exceptional Children. Mar/Apr2026, Vol. 58 Issue 4, p224-232. 9p. |
| Subject Terms: | *Exposition (Rhetoric), *Explicit instruction, *Disabilities, *Educational technology, *Middle school students, Cultural competence, Mind maps |
| Abstract: | The article focuses on the use of the FUEL prewriting strategy to support middle school students with high-incidence disabilities in developing cohesive expository paragraphs. FUEL stands for Find your topic, Use your ideas, Evaluate if ideas are on topic, and List ideas in order, providing a structured graphic organizer to help students plan and organize their writing. Through explicit instruction, guided practice, and ongoing evaluation, students improved their ability to write complete paragraphs with topic sentences, supporting details, and concluding statements. The strategy also accommodates diverse learning needs by integrating technology and culturally responsive supports, enhancing students’ engagement, self-monitoring, and writing independence. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the use of the FUEL prewriting strategy to support middle school students with high-incidence disabilities in developing cohesive expository paragraphs. FUEL stands for Find your topic, Use your ideas, Evaluate if ideas are on topic, and List ideas in order, providing a structured graphic organizer to help students plan and organize their writing. Through explicit instruction, guided practice, and ongoing evaluation, students improved their ability to write complete paragraphs with topic sentences, supporting details, and concluding statements. The strategy also accommodates diverse learning needs by integrating technology and culturally responsive supports, enhancing students’ engagement, self-monitoring, and writing independence. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251340629 |
