Developing Writing Teachers

Author: Terry Locke
Publisher: Routledge
ISBN: 1136218181
Size: 13.20 MB
Format: PDF, ePub, Mobi
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Developing Writing Teachers from the Author: Terry Locke. The premise of Developing Writing Teachers is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus—on teachers as writers and the teaching of writing. Part I addresses the question, What does it take for a teacher of writing to develop an identity as writer? Using case studies and teacher narratives, it guides readers to an understanding of the current status of writing as the 21st century unfolds, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity, and writing as design. Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. Coverage includes building a community of writing practice; the nature of writing as process; the place of grammar; the role of information, communication and representational technologies; and how assessment, properly used, can help develop writing. Ideal for for pre-service and in-service courses on the teaching of writing, the Companion Website provides aadditional readings/documents; PowerPoint presentations; assessment resources; and lesson and unit plans and planning guides.

Developing Writers

Author: Richard Andrews
Publisher: McGraw-Hill Education (UK)
ISBN: 0335241808
Size: 28.69 MB
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Developing Writers from the Author: Richard Andrews. Annotation This book takes a fresh look at what it means to learn and develop as a writer in response to concerns on both sides of the Atlantic, and elsewhere in the world, about standards in writing.

Teaching Writing Teachers Of High School English First Year Composition

Author: Robert Tremmel
Publisher: Boynton/Cook
ISBN: 9780867095111
Size: 77.20 MB
Format: PDF
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Teaching Writing Teachers Of High School English First Year Composition from the Author: Robert Tremmel. What do writing teachers need to know? And what do they need to know how to do? Robert Tremmel and William Broz found that many of the answers to these questions revolve around a commonality of concerns and issues among high school teachers and teachers of the first-year college comp course. Yet the two levels of teachers are rarely thought of together, despite the fact that they share pedagogies with similar points of origin and content. This book changes that with a collection of essays assembling current, straightforward accounts of writing teacher education courses and programs at both the secondary and first-year college levels. These accounts in turn can serve as guides for program directors and professors in both venues for preparing beginning teachers of writing. Tremmel and Broz have another purpose as well: to open up discussion of the gap between these two levels of teacher education and writing instruction which have operated separately for twenty years or so. They argue that the needs of students, teachers, and teacher educators at both levels would be better served if first-year comp and secondary education were more closely aligned. In the Introduction, Tremmel gives a complete account to date of the history of writing teacher education in English education and first-year composition, demonstrating the natural and historic connections between these two levels of teacher preparation. Each chapter of the book contains an account of a contributing writer's specific course or program, which will be of particular benefit to professors and program directors in search of methodologies. In addition, these accounts detail management techniques, assignments, evaluation, and novel approaches that have proven effective in writing instruction. Writing teacher education is a curiously overlooked area in language arts and teacher education. And few, if any books, take on the issue of the relationship between writing teacher education (and, indirectly, the writing curriculum) at the secondary and university levels. With three recurring themes-writing practice, reflection, and mentoring new members of the profession-Tremmel, Broz, and hands-on practitioners make a solid case that high school and first-year comp teachers would benefit from more contact and more unified courses and programs.

The Routledgefalmer Reader In Language And Literacy

Author: Teresa Grainger
Publisher: Psychology Press
ISBN: 9780415327671
Size: 32.77 MB
Format: PDF
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The Routledgefalmer Reader In Language And Literacy from the Author: Teresa Grainger. In this essential collection of readings, Teresa Grainger provides carefully chosen journal articles and chapters that offer significant and serious insights into the changing face of literacy. The twenty-five contributors all adopt a broad conception of literacy and contemporary literacy practices and recognise that the world of language and literacy is in a constant state of transition and transformation. Together, the authors examine the past, the present and the future of literacy and celebrate the interests and expertise of the learners. They acknowledge that the textual environments of today are complex and fluid, shaped by the rapid emergence of new technologies and the influential nature of popular culture. Children's engagement with multiple forms of text is also highlighted, including the oral, the visual, the electronic and the written. In addition, issues of pedagogy are explored, through the voices of teachers, parents and children. Many chapters offer particular perspectives based on classroom experience, reflection and smaller scale studies The contributors here perceive a common and urgent need to acknowledge diverse forms of living literacy and to redesign the curriculum accordingly. With an inspiring introduction and postscript by the Editor, this Reader is an invaluable and accessible companion for all students of literacy.

Improving Writing

Author: Susan Davis Lenski
Publisher: Kendall Hunt Publishing Company
ISBN: 9780787258337
Size: 30.33 MB
Format: PDF, ePub, Docs
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Improving Writing from the Author: Susan Davis Lenski.

Principles And Practices For Response In Second Language Writing

Author: Maureen S. Andrade
Publisher: Routledge
ISBN: 0415897017
Size: 76.10 MB
Format: PDF, Docs
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Principles And Practices For Response In Second Language Writing from the Author: Maureen S. Andrade. Based on the assumptions that students expect feedback and want to improve, and that improvement is possible, this book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process. This approach provides teachers with principles and activities for helping students to take more responsibility for their own learning. By using self-regulated learning strategies, students can increase their independence from the teacher, improve their writing skills, and continue to make progress once the course ends, with or without teacher guidance. The book focuses on the six dimensions of self-regulated learning —motive, methods of learning, time, physical environment, social environment, and performance. Each chapter offers practical activities and suggestions for implementing the principles and guidelines, including tools and materials that teachers can immediately use.

For Middle Secondary Students

Author: Helen De Silva Joyce
Publisher:
ISBN: 9781876580681
Size: 72.35 MB
Format: PDF, ePub, Docs
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For Middle Secondary Students from the Author: Helen De Silva Joyce. Summary: Book 2: The exercises in each of the units in Book 2 for middle secondary students focus on understanding and practicising - identifying and using the language of abstraction - integrating opinion into impersonal texts - analysing text models - structuring whole texts - writing texts for particular purposes - editing texts.

Writing Without Teachers

Author: Peter Elbow
Publisher: Oxford University Press
ISBN: 9780199766369
Size: 53.59 MB
Format: PDF, Docs
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Writing Without Teachers from the Author: Peter Elbow. In Writing Without Teachers, well-known advocate of innovative teaching methods Peter Elbow outlines a practical program for learning how to write. His approach is especially helpful to people who get "stuck" or blocked in their writing, and is equally useful for writing fiction, poetry, and essays, as well as reports, lectures, and memos. The core of Elbow's thinking is a challenge against traditional writing methods. Instead of editing and outlining material in the initial steps of the writing process, Elbow celebrates non-stop or free uncensored writing, without editorial checkpoints first, followed much later by the editorial process. This approach turns the focus towards encouraging ways of developing confidence and inspiration through free writing, multiple drafts, diaries, and notes. Elbow guides the reader through his metaphor of writing as "cooking:" his term for heating up the creative process where the subconscious bubbles up to the surface and the writing gets good. 1998 marks the twenty-fifth anniversary of Writing Without Teachers. In this edition, Elbow reexamines his program and the subsequent influence his techniques have had on writers, students, and teachers. This invaluable guide will benefit anyone, whether in the classroom, boardroom, or living room, who has ever had trouble writing.

Teaching Academic Literacy

Author: Katherine L. Weese
Publisher: Routledge
ISBN: 1135681759
Size: 62.52 MB
Format: PDF, ePub
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Teaching Academic Literacy from the Author: Katherine L. Weese. Teaching Academic Literacy provides a unique outlook on a first-year writing program's evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations. Key features of this volume include: * demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers' work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices; * adaptability of theory and research to develop a course that engages basic writers with challenging ideas; * a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and * integration of literary and composition theories.

Teaching Adolescent Writers

Author: Kelly Gallagher
Publisher: Stenhouse Publishers
ISBN: 1571104224
Size: 67.47 MB
Format: PDF, Kindle
View: 5598
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Teaching Adolescent Writers from the Author: Kelly Gallagher. "Describes strategies for teaching writing to adolescents, including teaching the reasons writing is important, meeting student needs in learning writing, modeling good writing by the teacher, using real-world models of writing, giving students choice, writing for authentic, real-world purposes, and assessing student writing"--Provided by publisher.