Abstract
Situated within the historical and current state of writing and adolescent literacy research, we conducted a systematic literature review in which we screened 2,871 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 37 final studies was evaluated and coded using seven methodological quality indicators. In this article, we further explore the quality analysis step of the review. Specifically, we critique the relative strengths and weaknesses of the current research in the area of content-area writing. Additionally, we identify exemplars for each of our primary recommendations for rigorous literacy research.
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