In Toward an Anti-Capitalist Composition, James Rushing Daniel argues that capitalism is eminently responsible for the entangled catastrophes of the twenty-first century--precarity, economic and racial inequality, the decline of democratic culture, and climate change--and that it must accordingly become a central focus in the teaching of writing. Delving into pedagogy, research, and institutional work, he calls for an ambitious reimagining of composition as a discipline opposed to capitalism's excesses.
Author Tyler S. Branson argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. This book reopens the conversation between policy makers and writing teachers, empirically describing the field's institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy.
Methodological Innovations in Research and Academic Writing serves as a resource for graduate students and higher education faculty and presents a number of methodological innovations in research as well as applied examples of these methodologies in practice.
This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions.
The Hidden Inequities in Labor-Based Contract Grading intervenes in the increasingly popular practice of labor-based grading by expanding the scope of this assessment practice to include students who are disabled and multiply marginalized. Through the lens of disability studies, the book critiques the assumption that labor is a neutral measure by which to assess students and explores how labor-based grading contracts put certain groups of students at a disadvantage.
Every classroom is shaped by the skills, languages, social and cultural identities, perspectives, and passions of the children within it. When you approach writing instruction with a deep understanding of children in your classroom, everything else--assessment, planning, differentiated instruction, mentor and shared texts--begins to fall into place. And you can teach writing with inclusion, equity, and agency at the forefront.
This book explores ethos and games while analyzing the ethical dimensions of playing, researching, and teaching games. Contributors, primarily from rhetoric and writing studies, connect instances of ethos and ethical practice with writing pedagogy, game studies, video games, gaming communities, gameworlds, and the gaming industry.
This collection offers support for instructors who are concerned about students' critical literacy abilities. Attending to critical reading to help students navigate fake news, as well as other forms of disinformation and misinformation, is the job of instructors across all disciplines, but is especially important for college English instructors because students' reading problems play out in many and varied ways in students' writing.
Timely and accessible, this book offers tangible strategies that will help teachers plan and sustain writing workshop experiences that are responsive to the needs of their specific students. Angela Stockman helps teachers understand why some writers may fail to meet their expectations and how to help all writers reach their fullest potential.
Through ideas and practices straight from the classrooms of outstanding teachers, this lively resource illustrates writing that makes an impact on a reader, a writer, or a cause--writing that everyone wants to read. The book is rich with student work that shows how writing can make things happen in the world. The authors provide ready-to-use lessons that include a full range of writing, including poetry, narrative, petitions, proposals, emails, self-reflections, long-term projects, and critical analyses.
For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on, time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students.
Engaging Teachers, Students, and Families in K-6 Writing Instruction demonstrates the use of flipped writing methodologies to engage preservice teachers in literacy instruction, increase their confidence as writers, and bolster their understanding and application of pedagogical content knowledge. In turn, this underpins teachers' ability to teach writing as an authentic, purpose-driven, audience-focused process.
Discover how to effectively incorporate literacy instruction into your middle or high school science classroom with this practical book. You'll find creative, inquiry-based tools to show you what it means to teach science with and through writing, and strategies to help your students become young scientists who can use reading and writing to better understand their world.
In this eagerly awaited sequel to No More "I'm Done!" grade 3-8 teachers will find the inspiration and tools to shift from a teacher-directed writing program to a student-propelled workshop model. Drawing on a wealth of Writer's Workshop experience in upper elementary and middle school classrooms, Jennifer Jacobson provides strategies to help you engage and support writers as they discover their voices and take charge of their own learning.
Literacy expert Paula Bourque, author of Close Writing: Developing Purposeful Writers in Grades 2-6, now brings to K-6 classrooms "quick writes"--short, frequent bursts of low-stakes writing that allow young students to explore on paper.
Building on his research-based approach, Mark Weakland provides practical, hands-on tools to create spelling centers; teach spelling strategies that help children solve spelling challenges; and introduce everything from short vowel patterns to multi-syllable Greek- and Latin-based words.
This volume explores leading approaches to teaching information literacy and writing studies in upper-level and graduate courses. Contributors describe cross-disciplinary and collaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting a predetermined message.
Through strategic routines, tips, resources, and short focused video clips, teachers can create the sights and sounds of a thriving writing workshop where: both students and teachers are working authors, students spend most of their time writing--not just learning about it, student choice is encouraged to help create engaged writers, not compliant ones, students are part of the formative assessment process, students will look forward to writing time--not dread it.
This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom.
Ruth Culham is both a successful writer and a writing teacher, and she's discovered how to teach writing and revision in a way that's accessible to both teacher and students: First read the writing, assess it using the traits of writing, then teach the writers and guide revision decisions using traits as a common language and map.
In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability.
In A Closer Look, Lynne Dorfman and Diane Dougherty provide the tools and strategies you need to use formative assessment in writing workshop. Through Lynne and Diane's ideas, you will be able to establish an environment where students will internalize ways that they can assess their own writing and become independent writers.
Digital Initiatives for Literacy Development in Elementary Classrooms: Emerging Research and Opportunities features scholarly research on the benefits of technology integration into classrooms to enhance learning experiences, including multimodal literacy, cloud-based writing, and social semiotics.
In the second edition of this important book Lynne and Rose show teachers how to help students become confident, accomplished writers by using literature as their foundation. The second edition includes brand-new "Your Turn Lessons," built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing.
Jeff Anderson and literacy coach Whitney La Rocca take you into primary and intermediate classrooms where students are curious about language, engage with the world around them, and notice and experiment with the conventions all writers use. Instead of chanting grammar rules or completing countless convention worksheets, we invite young writers to explore conventions as special effects devices that activate meaning.
Shawna Coppola's new book is built on the premise that our students are ever-changing, and so is our global landscape. There's nothing inherently wrong with relying on instructional strategies that have worked in the past, Shawna challenges writing teachers to revise and renew their professional practice regularly.