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Relevant bibliographies by topics / Strategies for writing

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Academic literature on the topic 'Strategies for writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Strategies for writing"

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SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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Carter‐Templeton, Heather. "Writing productivity strategies." Nurse Author & Editor 31, no. 2 (2021): 33–35. http://dx.doi.org/10.1111/nae2.20.

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Wolf, Rita, and Tommy Thomason. "Writing Coaches: Their Strategies for Improving Writing." Newspaper Research Journal 7, no. 3 (1986): 43–49. http://dx.doi.org/10.1177/073953298600700305.

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Stevens, Dannelle D., and Carol Sue Englert. "Making Writing Strategies Work." TEACHING Exceptional Children 26, no. 1 (1993): 34–39. http://dx.doi.org/10.1177/004005999302600109.

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Sherwood, Phyllis A., James A. Reinking, and Andrew W. Hart. "Strategies for Successful Writing." College Composition and Communication 38, no. 2 (1987): 238. http://dx.doi.org/10.2307/357739.

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Syahid, Abdul. "Writing strategies by beginning authors of academic genre." Journal on English as a Foreign Language 9, no. 1 (2019): 20. http://dx.doi.org/10.23971/jefl.v9i1.952.

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<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collected. The data gathered were repeatedly examined in order to discover some reoccurring patterns. The inductive process delineated the strategies used by the participants when dealing with academic writing. The results show that, in order of priority, the writing strategies employed in their initial writing careers were social, affective, compensation, and cognitive ones. This study contributes to the knowledge of social or contextual factors in writing English academic papers by illustrating which strategies were used and how in order to cope with the writing process. It also suggests writing strategies be adopted by future authors and built in the classes of English as a foreign language. <strong></strong></p>

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Fine, Gary Alan, and Laurel Richardson. "Writing Strategies: Reaching Diverse Audiences." Contemporary Sociology 20, no. 3 (1991): 488. http://dx.doi.org/10.2307/2073786.

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손병용. "Writing Strategies of Male Writers." Journal of English Cultural Studies 6, no. 2 (2013): 117–39. http://dx.doi.org/10.15732/jecs.6.2.201312.117.

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Chandler, Daniel. "Writing strategies and writers' tools." English Today 9, no. 2 (1993): 32–38. http://dx.doi.org/10.1017/s0266078400000341.

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Qashoa, Sulaiman Hasan Hussein. "English Writing Anxiety: Alleviating Strategies." Procedia - Social and Behavioral Sciences 136 (July 2014): 59–65. http://dx.doi.org/10.1016/j.sbspro.2014.05.288.

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Dissertations / Theses on the topic "Strategies for writing"

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Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Reed, Bonnie Dee. "Successful strategies for expository writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2787.

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This study focused on creating an Integrated Expository Writing model to improve fifth and sixth grade students' abilities to write well constructed expository essays. It was developed through researching Step Up to Writing, the Six-Traits, interactive writing, play / realia, paired / shared writing, and writers' workshop.

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Thomson, Kenneth. "Intermediate text representations in the writing process : their relationship with writing strategy." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311195.

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A survey of two hundred and fourteen undergraduates explored the inter-relationship between the writing strategy adopted, the intermediate text representations created, the methods used to create them, the processes performed on them, and their function in the writing process. The sequence of intermediate text representations created was elicited as a progression through a six box grid where each box represented a different type of intermediate text representation that may have been created. This method was found to be valid and a wide variety of routes through the grid were identified that displayed stability, efficacy, and utility in describing writing behaviour. Five stable writing strategies were elicited from a cluster analysis of the undergraduates' responses to a series of questions on their writing behaviour. A fresh sample of forty-nine undergraduates was able to readily identify from the cluster descriptions the strategy they had adopted to complete a similar writing task, and the writing strategies displayed similarities with those identified in other studies. A relationship was found between the adopted writing strategy and the sequence of intermediate text representations created. The intermediate text representations were created by a variety of methods and served a variety of functions including: collecting information, determining the scope of the task, establishing gaps in knowledge, reducing the cognitive load during planning, developing and expanding ideas, organising ideas, summarising points, facilitates translation, and facilitating collaborative writing. A relationship was found between the sequence of intermediate text representations created, and both the reported method of creating an intermediate text representation and the function it served in the writing process. The results have implications for future research on the writing process and for teachers of writing concerned with raising the standard of undergraduate writing. Six recommendations are made regarding the direction and scope of future research.

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Kieft, Margritha Helena. "The effects of adapting writing instruction to students' writing strategies." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/29423.

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Al-Humidi, Hamed. "Arabic writing for occupational purposes (AWOP) : strategies of teaching writing." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/605/.

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This thesis is concerned with the Teaching of Arabic Writing for Occupational Purposes (TAWOP). Its main purpose is to develop an effective and practical approach to TAWOP in the context of Kuwait. Three research instruments were employed: questionnaire, observation and interviews. A structured questionnaire was given to the participants, all of whom were employed in various occupational fields in Kuwait, in order to measure a number of factors believed to affect the approach to the teaching of writing. Task observation was used to discover how the different writing strategies under study worked in practice. Semistructured interviews were conducted with the participants who performed the observed tasks, and also with teachers of Arabic, in order to determine the most effective strategies that could be used in TAWOP. This research provides sufficient evidence to suggest that combining two well understood approaches to the teaching of writing, known as the product and process approaches, will best fulfil the needs of learners of Arabic for occupational purposes, who are required to perform a variety of writing tasks in the workplace addressed to different readers, and using many different language aspects. This thesis consists of nine chapters. Chapter One presents the main aims of the study, and explains why it is significant. Chapter Two provides a description of the area of the study. Chapter Three discusses the concept of Language for Specific Purposes (LSP), considers its historical background, its definition and its various types, and explains the importance of taking the learner's needs into consideration. In Chapter Four we review the literature related to the teaching of writing. Chapter Five presents the proposed model of the study. Chapter Six discusses the methodology related to the research instruments used in the fieldwork. A full description is given of the aims, population, design and implementation of the research. The results of the questionnaire are analysed in detail in Chapter Seven, and in Chapter Eight the results of the observation sessions and the interviews are analyesd and interpreted. Finally, Chapter Nine summarises the main findings of the study, considers their implications, and makes recommendations for future research

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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.

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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of research in the writing strategies used by Chinese students in English academic writing in an authentic context. Although it was too small in scale to generalise in the field of L2 writing, the study will stimulate research in L2 writing theory and practice. Based on a review of theories related to L2 writing and research in Chinese and English writing strategies, the writing strategies used by three Chinese post-graduate students while writing academic papers in English were investigated. Their understandings of English and Chinese writing processes, the issue of transfer of Chinese writing into English writing and cultural influence of native language on L2 writing were explored as well. Qualitative hermeneutic multi-case study methods were employed to provide a richer description of the writing strategies used by the three students to develop a deeper understanding of the L2 writing process. Data were provided by three Chinese post-graduate student writers in Public Health who were observed undertaking different tasks. Ally, a Masters student, was observed completing one of the assignments for a course. Susan and Roger, both doctoral students, were observed working on a second stage proposal and a journal paper respectively. Data collected from semi-structured interviews, questionnaires, retrospective post-writing discussions and papers were categorised and analysed using topical structure analysis and cohesion analysis. The findings suggest that writing in a second language is a complicated idiosyncratic developmental process influenced by cognitive development, social/educational experience, the writer's first language (L1) and second language (L2) proficiency and cultural factors as well. These proficient writers were found to utilise a broad range of writing strategies while writing academic papers in English. This study in some degree supports Silva's (1993) finding that the L2 writing process is strategically, rhetorically, and linguistically different from the L1 writing process. Most of the metacognitve, cognitive, communicative and social/affective strategies except rhetorical strategies (operationally defined in this study as organisation of text or paragraphs) were found to transfer across languages positively. These student writers were noticed to have difficulties in acculturating into the target academic discourse community because of their background of reader-responsibility which is regarded as a crucial feature in Eastern rhetoric and is distinguished from writer-responsibility in English rhetoric (Hinds, 1987, 1990).

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Rahim, Taher. "Effective strategies for developing academic student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53404.pdf.

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RIBEIRO, TIAGO DA SILVA. "NETSPEAK: ABBREVIATIONS AND OTHER STRATEGIES OF WRITING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9755@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Novos ambientes e novas ferramentas para a escrita, particularmente em sistemas computacionais de comunicação síncrona, como chats, fazem surgir novas formas de abreviação. Neste trabalho, procuramos mostrar que, apesar de as abreviaturas sempre terem sido utilizadas em manuscritos, seja para poupar tempo ou esforços, novas mídias trazem novas questões para o fenômeno de abreviação de palavras. O trabalho analisa dois tipos de dados: o primeiro consiste de um conjunto de textos reescritos por estudantes, para quem foi entregue um texto manuscrito, escrito originalmente com abreviações, que nós apresentamos em sua forma estendida. Os estudantes tinham a tarefa de reescrever o texto, abreviando o máximo de palavras possível. Eles foram divididos em dois grupos: o primeiro não tinha experiência em escrever na Internet e o segundo era formado por usuários freqüentes de chats, blogs e e-mails. Os resultados mostraram que o segundo grupo abreviava mais freqüentemente do que o primeiro, e as formas que eles utilizaram indicaram algumas pistas fonéticas e visuais que podemos utilizar para formular regras que possam decodificar essa nova maneira de abreviar. O segundo tipo de dados foi produzido de forma espontânea: foram recolhidos corpora na Internet, em um blog e um chat, a fim de confirmar os dados encontrados no primeiro corpus, em que a abreviação foi induzida. A língua estudada é o português do Brasil, e as regras, portanto, se aplicam a essa língua, mesmo que possamos prever que algumas delas podem ser estendidas a outras línguas, ao menos para as línguas ocidentais. Para colher a opinião de profissionais da educação sobre o netspeak, foi feito um questionário sobre o assunto. Através de suas respostas, discutimos como a questão das abreviaturas afeta o ensino e o aprendizado da linguagem escrita, que é o nosso principal interesse na pesquisa.<br>New environments and new writing tools, in particular computational synchronic communication systems, like chats, elicit new abbreviation forms. In this dissertation we claim that, although abbreviations are always been used when manual task is tiring or when we write under time pressure, new media brings new issues to the phenomenon of words abbreviation. The paper presents an experiment with students for whom we gave a manuscript text, originally written with abbreviations, that we present in the plain form. Students are asked to rewrite the text, abbreviating it when they feel that it can be done. They are divided in two groups, one with no experience of writing at the Internet and the other composed of frequent users of chats, blogs and e-mail systems. The results show that this latter group abbreviates more frequently than the other one, and that the forms they use to abbreviate indicate some phonetically and visually based clues which can be used to formulate rules for decoding these new kinds of abbreviations. We also collect data from Internet corpora, specifically from a blog and a chat site, in order to confirm our results. The target language is the Brazilian Portuguese, and the rules are language oriented, although we are assuming that these rules can be adapted to at least occidental languages. Teachers are interviewed about the so called netspeak and they also filled a form where they expressed their points of view about this writing style. The analysis of their answers indicates some interesting discussions about the pedagogy of writing, our main interest in this research.

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Cachão, Margarida Adelaide Botelho. "Improving writing through creativity." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2010. http://hdl.handle.net/10362/5465.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Inglês<br>This project is the result of an attempt to answer the question “Can Creative Writing Be Taught?” proposed by Francine Prose (2007), in the first chapter of her book Reading Like a Writer. It also aims to show the difficulties of implementing such a project in the classroom, due to factors such as lack of time, the pressure of teaching a very tight syllabus, and the working conditions students and teachers have in order to succeed. In order to implement the project, a series of activities was set up. Through music, paintings, drawings, hand paintings and other materials, the students produced words and simple sentences, which were enlarged so as to become complex sentences and paragraphs. Each piece of material was prepared bearing in mind the ideas the students had produced during the previous session, so that a connection could be established between all elements. The main purpose of these strategies was to lead the students into writing a story. Lastly, this project aims at showing how the different creative writing activities contributed to a greater awareness of individual writing errors and error-correction, improving the students‟ writing skill as a whole.

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Peng, Gao. "On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two writing strategies I selected in this study are Julia's (in James 2000) 8-step writing strategy and Englert's (1991) POWER strategy. Both writing strategies are designed based on Hayes and Flower's (1989) theory of writing process but with different steps in guiding writing. According to their different functions, these two strategies can stand for two main kinds of writing strategies at present. The study included two questionnaires and two writing tests designed for fifteen Chinese students who were chosen randomly in grade 3 of a middle school. Through the analysis of these questionnaires, the students’ attitude to writing and the functions of writing strategies were collected in order to keep the two tests reliable and authentic. And then, the pre-test was used to evaluate these students' primary level of English writing; in the post-test, these students were divided into three groups: the first two groups received two writing strategies and the last one was no strategy group. The comparison of their writing results between the two tests were analysed. Both writing strategies groups in the post-test showed the effectiveness of the given writing strategies . Two writing strategies were chosen for this study according to the research objects' English level and cognitive capability. And the fifteen research objects chosen in Chinese middle school represent the average level of Chinese ESL learners in writing. The analysis of their results in both tests focused on the content of their writings and writing elements, such as, vocabulary, grammar, organization. In the qualitative research of the study, the 8-step writing strategy is shown to be the more effective one for 13-15 years old Chinese ESL learners.

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Books on the topic "Strategies for writing"

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Essay writing strategies. 2nd ed. Captus Press, 2001.

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Schulte, Petra, Marco Mostert, and Irene van Renswoude, eds. Strategies of Writing. Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.usml-eb.6.09070802050003050107050802.

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Kitao, S. Kathleen. Developing writing strategies. Ikubundo, 1995.

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Greenwald, Tom. Essay writing strategies. Captus Press, 1991.

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Heather, Davis, ed. Strategies for correct writing. Longman, 2004.

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Association for Supervision and Curriculum Development, ed. Strategies for teaching writing. Association for Supervision and Curriculum Development, 2004.

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1939-, Koeppel Mary Sue, ed. Writing strategies plus collaboration. 2nd ed. Simon & Schuster Custom Pub., 1997.

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Lyons, Art. Writing: Word processing strategies. Prentice Hall Career & Technology, 1994.

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1921-, Hart Andrew W., ed. Strategies for successful writing. Prentice-Hall, 1986.

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Torrance, Mark. Strategies for academic writing. University of Birmingham, 1993.

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Book chapters on the topic "Strategies for writing"

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Powell, Dave, and Emma Teare. "Research Strategies." In Writing for Law. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36488-2_23.

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Mackiewicz, Jo, and Isabelle Kramer Thompson. "Instruction Strategies." In Talk about Writing. Routledge, 2018. http://dx.doi.org/10.4324/9781351272643-5.

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Nicolazzo, Marian, and Noella M. Mackenzie. "Teaching writing strategies." In Understanding and Supporting Young Writers from Birth to 8. Routledge, 2017. http://dx.doi.org/10.4324/9781315561301-10.

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Casey, Maude. "Re-witching writing." In Strategies of Silence. Routledge, 2021. http://dx.doi.org/10.4324/9781003030911-8.

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Spiteri Miggiani, Giselle. "Applied Strategies." In Dialogue Writing for Dubbing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04966-9_7.

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Mackiewicz, Jo, and Isabelle Kramer Thompson. "Cognitive Scaffolding Strategies." In Talk about Writing. Routledge, 2018. http://dx.doi.org/10.4324/9781351272643-6.

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Mackiewicz, Jo, and Isabelle Kramer Thompson. "Motivational Scaffolding Strategies." In Talk about Writing. Routledge, 2018. http://dx.doi.org/10.4324/9781351272643-7.

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Schulte, Petra. "Einleitung." In Strategies of Writing. Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.usml-eb.3.4255.

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Schulte, Petra. "Fides publica: Die Dekonstruktion eines Forschungsbegriffes." In Strategies of Writing. Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.usml-eb.3.4256.

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Mostert, Marco. "Forgery and Trust." In Strategies of Writing. Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.usml-eb.3.4257.

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Conference papers on the topic "Strategies for writing"

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Kirillova, M. D. "Strategies of writing essays." In CHALLENGES OF PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-90-7-38.

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Rahmiati, I., I. Emaliana, R. Khoirunnisa, S. Ju, and S. Adi. "EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284928.

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Yao, Yiyu. "Structured Writing with Granular Computing Strategies." In 2007 IEEE International Conference on Granular Computing (GRC 2007). IEEE, 2007. http://dx.doi.org/10.1109/grc.2007.15.

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Yao, Yiyu. "Structured Writing with Granular Computing Strategies." In 2007 IEEE International Conference on Granular Computing (GRC 2007). IEEE, 2007. http://dx.doi.org/10.1109/grc.2007.4403069.

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Rice, J. A. "A Curricular Approach to Teaching Professional Writing Students Successful Grant Writing Strategies." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00044.

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"College Students’ Cognition of English Writing Strategies." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000300.

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Besana, D. "Re-writing historical buildings: strategies of intervention." In REHAB 2014 - International Conference on Preservation, Maintenance and Rehabilitation of Historical Buildings and Structures. Green Lines Institute for Sustainable Development, 2014. http://dx.doi.org/10.14575/gl/rehab2014/007.

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Rasheed, Maysaa, and Narmeen Mahmood. "Investigating Writing Strategies Used by EFL College Students." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a23.

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Xia, Tianqiong. "Application of Metacognitive Strategies in EFL Writing Instruction." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.35.

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Lemke, Melchior, Juergen Gramss, Hans-Joachim Doering, Hans Eichhorn, and Gerhard Schubert. "Advanced writing strategies for high-end mask making." In 16th European Conference on Mask Technology for Integrated Circuits and Microcomponents, edited by Uwe F. W. Behringer. SPIE, 2000. http://dx.doi.org/10.1117/12.377107.

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Reports on the topic "Strategies for writing"

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Lansman, Marcy. Organize First or Write First? A Comparison of Alternative Writing Strategies. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada242050.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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Hatfield, Lisa. The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2308.

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Peterson, Eric, Wenbin Wei, and Lydon George. A Model for Integrating Rail Services with other Transportation Modalities: Identifying the Best Practices and the Gaps for California’s Next State Rail Plan. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1949.

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The California State Rail Plan (CSRP) is among the best rail plan documents published by any jurisdiction in the United States to date. As such, the CSRP is used in this paper as the basis of comparison to other state rail service plans. These plans will have been submitted to the Federal Railroad Administration (FRA) on record as of June 2020—as required under Section 303 of the Passenger Rail Investment and Improvement Act (PRIIA) of 2008. The purpose of this paper is to identify the best practices and gaps that may inform California and other states in their future rail service plan development. This paper is grounded in the realization that, while the general outline of FRA requirements is uniform for all states, the actual content and inclusion of these requirements in the myriad state plans varies greatly. For example, California was granted an exception to help update FRA Rail Plan Guidance for its 2018 Rail Plan, other states have complained that FRA guidance and requirements on rail service planning have put state rail agencies in the position of constantly writing plans with little or no time to implement them. Throughout this research, the authors identify all the elements of FRA guidelines as reflected in the CSRP and rail plans of other states. This report also identifies the best features and planning strategies that may inform and improve the state rail planning process going forward, steps that will positively contribute to the public benefit of enhanced rail systems.

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