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The Writing Teacher’s Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning
by Angela StockmanThis book is a call to action for English and English Language Arts teachers who understand that data are not numbers alone, learning is impossible to quantify, and students are our very best teachers. Writing teacher Angela Stockman shows us how pedagogical documentation—the practice of making learning visible, capturing what is seen and heard, and then interpreting those findings in the company of our students and our colleagues—is a humbling and humane practice that grounds what we think we’ve come to know in the lived experiences of those we intend to serve. In this rich resource, she offers: processes and protocols for documenting learning and analyzing data; resources and planning tools to help you design and execute your own projects; and a digital documentation notebook that you can download for guidance, inspiration, and examples. With the powerful tools in this book, you’ll be inspired to reach students whose needs have been ignored by big data and whose identities have been erased by oppressive forms of assessment and evaluation.
The Writing Teacher’s Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning
by Angela StockmanThis book is a call to action for English and English Language Arts teachers who understand that data are not numbers alone, learning is impossible to quantify, and students are our very best teachers.Writing teacher Angela Stockman shows us how pedagogical documentation—the practice of making learning visible, capturing what is seen and heard, and then interpreting those findings in the company of our students and our colleagues—is a humbling and humane practice that grounds what we think we’ve come to know in the lived experiences of those we intend to serve. In this rich resource, she offers: processes and protocols for documenting learning and analyzing data; resources and planning tools to help you design and execute your own projects; and a digital documentation notebook that you can download for guidance, inspiration, and examples With the powerful tools in this book, you’ll be inspired to reach students whose needs have been ignored by big data and whose identities have been erased by oppressive forms of assessment and evaluation.
The Writing Teacher's Lesson-a-Day: 180 Reproducible Prompts and Quick-Writes for the Secondary Classroom (JB-Ed: 5 Minute FUNdamentals #3)
by Mary Ellen LedbetterClassroom-tested methods for boosting secondary students' writing skills The Writing Teacher's Activity-a-Day offers teachers, homeschoolers, and parents 180 ready-to-use, reproducible activities that enhance writing skills in secondary students. Based on Ledbetter's extensive experience consulting to language arts teachers and school districts across the country, the classroom-tested activities included in this book teach students key literary and writing terms like allegory, elaboration, irony, personification, propaganda, voice, and more--and provide them with engaging examples that serve as models for their own Quick Writes. Contains writing prompts and sample passages in student-friendly language that connects abstract literary concepts to students' own lives Written by popular workshop presenter and veteran educator Mary Ellen Ledbetter Offers a user-friendly, value-packed resource for teaching writing skills Designed for English language arts teachers in grades 6-12, tutors, parents, learning specialists, homeschoolers, and consultants.
Writing the Annotated Bibliography: A Guide for Students & Researchers
by Luke Beatty Cynthia A CochranThis comprehensive and practical guide covers the elements, style, and use of annotated bibliographies in the research and writing process for any discipline; key disciplinary conventions; and tips for working with digital sources. Written jointly by a library director and a writing center director, this book is packed with examples of individual bibliography entries and full bibliography formats for a wide range of academic needs. Online resources include sample bibliographies, relevant web links, printable versions of checklists and figures, and further resources for instructors and researchers. Writing the Annotated Bibliography is an essential resource for first-year and advanced composition classes, courses in writing across the disciplines, graduate programs, library science instruction programs, and academic libraries at the secondary level and beyond. It is suitable for both undergraduate and graduate students and for researchers at all levels.
Writing the Blockbuster Novel
by Al ZuckermanEvery novelist dreams of it--writing the book that rockets to the top of the best-seller lists. Now, they can see how it's done, up close, in a book by an agent who has sold manuscripts that turned into hits.<P><P> Here Albert Zuckerman covers the essential elements of the blockbuster novel and shows writers how to put them to work in their books. Zuckerman covers the subject thoroughly, from creating outlines and building larger than life characters to injecting suspense and more. His instruction is decisive, direct and clear and is supported with examples from Gone With the Wind, The Godfather and other blockbusters.
Writing the Classroom: Pedagogical Documents as Rhetorical Genres
by Michael Albright Kate Navickas Virginia M. Schwarz Jessica Rivera-Mueller Dustin Morris Lindsay Clark Amy Ferdinandt Stolley Christopher Toth Dana Comi Mark A. Hannah Christina Saidy Matt Dowell Megan Schoen Jim Nugent Cindy Mooty Lori Ostergaard Lesley Erin Bartlett Laura R. Micciche Lora Arduser Cynthia Pengilly Megan Knight Kate Nesbit Zack K. De Piero Logan BeardenWriting the Classroom explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom. The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia. Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching. Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth
Writing the Community: Concepts and Models for Service-Learning in Composition
by Linda Adler-Kassner Robert Crooks Ann WattersThe first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.
Writing the Global City: Globalisation, Postcolonialism and the Urban (Architext)
by Anthony D KingOver the last three decades, our understanding of the city worldwide has been revolutionized by three innovative theoretical concepts – globalisation, postcolonialism and a radically contested notion of modernity. The idea and even the reality of the city has been extended out of the state and nation and re-positioned in the larger global world. In this book Anthony King brings together key essays written over this period, much of it dominated by debates about the world or global city. Challenging assumptions and silences behind these debates, King provides largely ignored historical and cultural dimensions to the understanding of world city formation as well as decline. Interdisciplinary and comparative, the essays address new ways of framing contemporary themes: the imperial and colonial origin of contemporary world and global cities, actually existing postcolonialisms, claims about urban and cultural homogenisation and the role of architecture and built environment in that process. Also addressed are arguments about indigenous and exogenous perspectives, Eurocentricism, ways of framing vernacular architecture, and the global historical sociology of building types. Wide-ranging and accessible, Writing the Global City provides essential historical contexts and theoretical frameworks for understanding contemporary urban and architectural debates. Extensive bibliographies will make it essential for teaching, reference and research.
Writing the Playbook: A Practitioner’s Guide to Creating a Boy-Friendly School
by Ms Kelley E. KingYour game plan for getting boys on the path to higher achievement As a school leader, Kelley King has walked the talk: she successfully led her own staff to close the achievement gap between boys and girls in reading and writing in just one year. In this book, readers get King’s step-by-step, research-based leadership plan for jump-starting boys’ achievement. King shares: Critical insight into the brain-based differences between boys and girls First-hand leadership and classroom experiences to provide educators with a blueprint for creating schools where boys (and girls!) thrive Ready-to-use activities and resources for leading a successful gap-closing initiative
Writing the Qualitative Dissertation: Understanding by Doing
by Judith M. MeloyThe purpose of this book is to share, in rich detail, an understanding of how it feels and what it means to do qualitative research, and to provide support for doctoral students who choose this form of inquiry for their dissertation research.
Writing the Winning Thesis or Dissertation: A Step-by-Step Guide
by Randy L. Joyner Dr William A. Rouse Allan A. GlatthornThe classic guide for master's and doctoral students—newly revised and updated! Used in its first two editions by tens of thousands of students, this practical book demystifies the process of writing your master's thesis or doctoral dissertation, taking you through the process one step at a time. Newly revised and updated, this book provides specific models and examples that will guide you through: Laying the groundwork for the thesis or dissertation Organizing and scheduling your work Collaborating with peers Using technology Solving problems throughout the dissertation process
Writing the Winning Thesis or Dissertation: A Step-by-Step Guide
by Randy L. Joyner William A. Rouse Allan A. GlatthornThe classic step-by-step guide to thesis and dissertation success, fully updated for 2018. From selecting your topic to defending your finished work, a masters thesis or doctoral dissertation is a major undertaking. Since 1998, this book has been the go-to resource for scholars seeking guidance and best practices at every phase of the process. This revised and updated fourth edition is the most comprehensive guide yet to researching, writing, and publishing a successful thesis or dissertation. It includes: Insights on leveraging new technologies to maximize your efficiency. Current case studies demonstrating the book’s teachings in action. Tested principles of effective planning, an engaging writing style, defense preparation, and more. Written in an easy, digestible style perfect for a thesis or dissertation-writer’s busy schedule, this latest edition of a contemporary classic belongs on every advanced degree candidate’s shelf. Dr. Joyner and Dr. Rouse have again put together an in-depth, comprehensive, and practical guide that is a valuable resource for graduate students. This edition includes important information related to current and emerging trends in technology and valuable case studies focusing on the most common problems encountered in writing at the master’s and doctoral levels. James R. Machell, Dean College of Education and Professional Studies, University of Central Oklahoma Writing the Winning Dissertation is an essential guidebook for students writing a master’s thesis or doctoral dissertation. I used the first edition to write an award-winning dissertation and now use the updated edition with the doctoral students I advise. I highly recommend it to both students and advisors. Susan Colby, Director of Faculty Professional Development, Appalachian State University; Boone, NC Appalachian State University
Writing the Winning Thesis or Dissertation: A Step-by-Step Guide
by Randy L. Joyner William A. Rouse Allan A. GlatthornThe classic step-by-step guide to thesis and dissertation success, fully updated for 2018. From selecting your topic to defending your finished work, a masters thesis or doctoral dissertation is a major undertaking. Since 1998, this book has been the go-to resource for scholars seeking guidance and best practices at every phase of the process. This revised and updated fourth edition is the most comprehensive guide yet to researching, writing, and publishing a successful thesis or dissertation. It includes: Insights on leveraging new technologies to maximize your efficiency. Current case studies demonstrating the book’s teachings in action. Tested principles of effective planning, an engaging writing style, defense preparation, and more. Written in an easy, digestible style perfect for a thesis or dissertation-writer’s busy schedule, this latest edition of a contemporary classic belongs on every advanced degree candidate’s shelf. Dr. Joyner and Dr. Rouse have again put together an in-depth, comprehensive, and practical guide that is a valuable resource for graduate students. This edition includes important information related to current and emerging trends in technology and valuable case studies focusing on the most common problems encountered in writing at the master’s and doctoral levels. James R. Machell, Dean College of Education and Professional Studies, University of Central Oklahoma Writing the Winning Dissertation is an essential guidebook for students writing a master’s thesis or doctoral dissertation. I used the first edition to write an award-winning dissertation and now use the updated edition with the doctoral students I advise. I highly recommend it to both students and advisors. Susan Colby, Director of Faculty Professional Development, Appalachian State University; Boone, NC Appalachian State University
Writing Their Bodies: Restoring Rhetorical Relations at the Carlisle Indian School
by Sarah KlotzBetween 1879 and 1918, the Carlisle Indian Industrial School housed over 10,000 students and served as a prototype for boarding schools on and off reservations across the continent. Writing Their Bodies analyzes pedagogical philosophies and curricular materials through the perspective of written and visual student texts created during the school’s first three-year term. Using archival and decolonizing methodologies, Sarah Klotz historicizes remedial literacy education and proposes new ways of reading Indigenous rhetorics to expand what we know about the Native American textual tradition. This approach tracks the relationship between curriculum and resistance and enumerates an anti-assimilationist methodology for teachers and scholars of writing in contemporary classrooms. From the Carlisle archive emerges the concept of a rhetoric of relations, a set of Native American communicative practices that circulates in processes of intercultural interpretation and world-making. Klotz explores how embodied and material practices allowed Indigenous rhetors to maintain their cultural identities in the off-reservation boarding school system and critiques the settler fantasy of benevolence that propels assimilationist models of English education. Writing Their Bodies moves beyond language and literacy education where educators standardize and limit their students’ means of communication and describes the extraordinary expressive repositories that Indigenous rhetors draw upon to survive, persist, and build futures in colonial institutions of education.
Writing Their Future Selves: Instructional Strategies to Affirm Student Identity
by Miriam PlotinskyWhatever subject you teach, you can encourage students’ sense of self-worth. “I’m a bad writer” is a disclaimer every secondary teacher has heard many times. Overcoming that negative self-image, Plotinsky argues, is key to helping students build a positive academic identity—and because of the vulnerability associated with sharing what we write, the benefits of interrupting this particular form of deficit thinking extend far beyond English class. Drawing on her years of experience as an English teacher and literacy specialist, Miriam Plotinsky uses writing instruction as a powerful vehicle to examine how teachers can help students build a sense of themselves as legitimate, valuable contributors to the world around them. The chapters move fluidly through ways to build capacity such as celebrating student voice, separating grading from class participation, giving feedback that inspires trust, and avoiding the labeling of students. Along the way, teachers in other content areas contribute insights into how the identity-building strategies in the book can be applied to their own disciplines.
Writing Thief: Using Mentor Texts to Teach the Craft of Writing
by Ruth CulhamMediocre writers borrow. Great writers steal. --T.S. EliotWriting thieves read widely, dive deeply into texts, and steal bits and pieces from great texts as models for their own writing. Author Ruth Culham admits to being a writing thief'sand she wants you and your students to become writing thieves, too! In The Writing Thief: Using Mentor Texts to Teach the Craft of Writing, Culham demonstrates a major part of good writing instruction is finding the right mentor texts to share with students. Within this book, you'll discover more than 90 excellent mentor texts, along with straight-forward activities that incorporate the traits of writing across informational, narrative, and argument modes. Chapters also include brief essays from beloved writing thieves such as Lester Laminack, David L. Harrison, Lisa Yee, Nicola Davies, Ralph Fletcher, Toni Buzzeo, Lola Schaefer, and Kate Messner, detailing the reading that has influenced their own writing. Culham's renowned easy-going style and friendly tone make this a book you'll turn to again and again as you coach your students to reach their full potential as deep, thoughtful readers and great writers. There's a writing thief in each of us when we learn how to read with a writer's eye!
Writing to Go: Top Ten Writing Tips
by Rob ColterIn today's fast-paced world of e-mail and instant messaging, clear writing is more important than ever. In Writing to Go, bestselling author Rob Colter takes us through the writing process in ten easy steps. This book is packed with precise and practical information delivered in a down-to-earth tone with often humorous examples. Everywhere from the classroom to the office, Colter's Top Ten Writing Tips will give you the confidence to write with greater speed and impact, covering everything from knowing your purpose and audience, to selecting your format, organizing your points, and writing clearly and effectively.
Writing to Improve Healthcare: An Author’s Guide to Scholarly Publication, First Edition
by David P. StevensThis new book is a 'what and how to' guide to writing for successful scholarly publication in the emerging fields of healthcare improvement and patient safety. While there are many useful authors’ aids for scholarly biomedical publication, none focuses explicitly on these relatively new fields. It offers practical advice that includes preparation and organization of a scholarly healthcare improvement manuscript, where to submit it to find the most likely interested editor and journal, how to take full advantage of coauthors’ working together effectively, and strategies for authors to reach a broader health professions readership.
Writing to Learn: Poetry and Literacy across the Primary Curriculum
by Fred SedgwickWriting to Learn looks at how poetry can be used as an enjoyable way to teach literacy across the curriculum. It includes remarkable poems and stories by children as well as clear descriptions of how to teach creatively within the framework of the National Literacy Strategy. The book goes through the primary curriculum, subject by subject: *Poetry and Science and Maths *Poetry and Personal, Social and Moral Education *Poetry and Art and Music *Poetry and Religious Education *Poetry for its Own Sake. The author includes: *advice on different ways children can compose their writing and how computers can be a valuable aid to children's writing *examples of published poetry and how it can be used to stimulate good writing *advice on bringing writers into schools and publishing school anthologies. This book will prove invaluable to teachers and parents keen to teach writing whilst seeing children as active and critical learners. It shows that if we expect great things from children in writing, we get them.
Writing to Learn Academic Words: Assessment, Cognition, and Learning (Second Language Learning and Teaching)
by Breno B. SilvaThis book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers.
Writing Today (Brief Edition)
by Richard Johnson-Sheehan Charles PaineWith a clear and easy-to-read presentation, visual instruction and pedagogical support, Writing Today is a practical and useful guide to writing for college and beyond. This text teaches how to transfer their writing skills to careers. By teaching kinds of writing (analyses, reports, proposals, etc. ), strategies for writing (narration, comparison, argumentation, etc. ), and processes for writing (planning, drafting, revising, etc. ), Writing Today provides the writer with tools they can mix and match as needed to respond effectively to many writing situations.
Writing Under Control
by Alison Kelly Judith GrahamNow in its third edition and reflecting changes in the Primary National Strategy, this best-selling textbook introduces primary teachers to key issues in the teaching of writing. Strongly rooted in classroom practice, the book includes: the history, theory and practice of teaching writing children writing in and out of school EAL and gender issues in writing the development of writing across the years of the primary school planning classroom routines and organising resources balancing the composition and transcription elements in writing monitoring and assessing writing meeting individual needs managing specific learning difficulties in writing, such as dyslexia With its companion Reading under Control (also in its third edition), this book provides undergraduate and postgraduate teachers with comprehensive guidance for the teaching of literacy.
Writing Up Your Action Research Project
by Jean McNiffMany practice-based researchers have expert knowledge of doing research but often experience difficulties when writing it up and communicating the significance of what they have done. This book aims to help bridge the gap. Packed with practical advice and strong theoretical resources it takes you through the basics of designing and producing your text so that it will meet established standards and high quality assurance expectations. Divided into 3 distinctive parts, key points include: understanding writing practices engaging with the literatures how to write up a project report or dissertation how writing is judged in terms of professional and academic writing practices developing ideas for further study and publication Writing up Your Action Research Project is an essential text for practitioners on professional education and undergraduate courses across disciplines who want their writing to reflect the excellence of their research. It is the ideal companion to the author’s You and Your Action Research Project, now in its fourth edition.
Writing Urbanism: A Design Reader (The ACSA Architectural Education Series)
by Douglas Kelbaugh Kit McCulloughUrban design continues to grow as an increasingly important and expanding field of study, research and professional endeavour. Distinguished by its broad scope and comprehensiveness on the subject of urban design, this new collection combines selected essays from both practitioners and academia. Writing Urbanism is the ideal volume for both students, architects and urban designers.
Writing Voices: Creating Communities of Writers
by Teresa Cremin Debra MyhillThe perspectives of children, teachers and professional writers are often absent in the pedagogy of writing. Highly Commended for the UKLA Academic Book Award 2013, Writing Voices: Creating Communities of Writers responds to such silent voices and offers a text which not only stretches across primary and secondary practice, but also gives expression to these voices, making a new and significant contribution to understanding what it means to be a writer. Drawing upon recent research projects undertaken by the authors and others in the international research community, this fascinating text considers the nature of composing and the experience of being a writer. In the process it: explores the role of talk, creativity, autonomy, metacognition, writing as design and the shaping influence of literature and other texts; examines young people’s composing processes and attitudes to writing; considers teachers’ identities as writers and what can be learnt when teachers engage reflectively in writing; shares a range of professional writers’ practices, processes and perspectives; gives prominence to examples of writing from children, teachers, student teachers and professional writers alongside their reflective commentaries. This thought-provoking text offers theoretical insights and practical directions for developing the teaching and learning of writing. It is an invaluable read for all teachers and trainees, as well as teacher educators, researchers and anyone with an interest in the pedagogy of writing.