The+Teaching+of+Writing







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=Things to avoid when Teaching Writing:= 1. Teaching to standardized tests. 2. Explicitly teaching the parts of speech as grammar and then quizzing students on them. 3. Focusing on grades or grammar. 4. Over emphasizing rubrics or using one rubric for all your writing assignments. 5. Giving HW when there is no purpose for it. 6. Referring to your evaluation of student writing a "grading papers" or "correcting" papers. 7. Giving a writing assignment that you don't want to read. 8. Grading students on margins, spacing, MLA style or title pages etc. 9. Not allowing a second draft on graded writing. 10. Over-commenting/noting on student work (in margins or as an end comment). 11. Discussing THE writing process--as if there is only one. 12. Having your students doing __all__ their writing //outside// of class. 13. Saying "My students can't write." 14. Paying more attention to product than process. 15. Fixing students writing. 16. Assuming that students have attained a specific skill level. 17. Shaming students for not yet having attained a specific skill level. 18. Overemphasizing proofreading. 19. Stating or implying that there is a formula for writing. 20. Only teaching a few genre of writing. 21. Failing to provide models of good writing. 22.

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=Guidelines=

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[|Nick LeClair's Portfolio]

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=Writing Center Readings= "Collaboration, Control, and the Idea of a Writing Center," by Andrea Lunsford. From //The St. Martin's Sourcebook for Writing Tutors //, 4th ed., eds. Christina Murphy and Steve Sherwood. Published by Bedford/St. Martin's; Boston; 2011. Pages 70-77.

"Power and Authority in Peer Tutoring," by Peter Carino. From //The Center Will Hold: Critical Perspectives on Writing Center Scholarship //, eds. Michael A. Pemberton and Joyce Kinkead. Published by Utah State University Press; Logan, Utah; 2003. Pages 96-113. "The Idea of a Writing Center," by Stephen M. North. From //The St. Martin's Sourcebook for Writing Tutors //, 4th ed., eds. Christina Murphy and Steve Sherwood. Published by Bedford/St. Martin's; Boston; 2011. Pages 44-58. [|Writing Center Slide Show] media type="youtube" key="zQucWXWXp3k" width="560" height="315" =Readings= [|__http://grammar.ccc.commnet.edu/GRAMMAR/composition/brainstorm_freewrite.htm#freewriting__] [|__http://www.educationworld.com/a_lesson/02/lp262-04.shtml__]

[|__http://blog.popplet.com/english-lesson-plan-ideas-with-popplet__] [|__http://www.landmarkoutreach.org/sites/default/files/Writing-A-Landmark-School-Teaching-Guide-Sample.pdf__] http://www.theatlantic.com/education/archive/2014/02/the-wrong-way-to-teach-grammar/284014/

http://writing.umn.edu/tww/responding/peerworkshop.html

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Brown!

You will think this is funny. Since the fall I eased up on crazy test prep and focused more on just making sure my students are reading and writing everyday. We take the MAP 2x a year. I have one really low class of CP kids, 32 of them. 31 of them went up on their scores! Some by 15 or 20 points. Everyone is asking what I did, and some people even said I helped my students cheat! But all we did was read and write every single day. So the moral is: if your students have low test scores you get looked at and if your students do well on tests, you get looked at too!

Scar

=**__ Suggested Readings and Resources __**= __ Assessment __ Anthony, R.J., Johnson, T.D., Mickelson, N.I., Preece, A. (1991). //Evaluating literacy.// Portsmouth, NH: Heinemann. Bomer, R. (1995). //Time for meaning: crafting literate lives in middle and high school.// Portsmouth, NH: Heinemann. Calkins, L. (1994). //The Art of Teaching Writing//, New ed. Portsmouth, NH: Heinemann. Clay, M. (1993). //An observational survey.// Portsmouth, NH: Heinemann. Graves, D.H. and Sunstein, B. (eds.) (1992). //Portfolio portraits.// Portsmouth, NH: Heinemann. Griffin, P., Smith, P.G., & Burrill, L.E. (1995). //American Literacy Profile Scales: A framework for authentic assessment.// Portsmouth, NH: Heinemann. Harp, B. (2005). //Handbook of literacy assessment and evaluation//, 3nd ed. Norwood, MA: Christopher-Gordon Publishers. Jenkins, C.B. (1996). //Inside the writing portfolio: What we need to know to assess children’s writing.// Portsmouth, NH: Heinemann.

Kohn, A. (2006). The trouble with rubrics. //English journal//, //95//(4), 12-15.

Simmons, J. (1996). Control the purpose, not the contents: Coaching the construction of student teaching portfolios. //Action in Teacher Education// 18(1): 71-81.

Elementary Allen, C.A. (2001). //Multigenre research paper: Voice, passion, and discovery in grades 4-6.// Portsmouth, NH: Heinemann. Buckner, Aimee. (2005). //Notebook know-how: Strategies for the writer's notebook.// Portland, ME: Stenhouse. Calkins, L.M. (1994). //Art of teaching writing.// New Ed. Portsmouth, NH: Heinemann. Cunningham, P. & Allington, R. (2003). //Classrooms that work: they can all read and write., 3rd ed.// Boston: Allyn & Bacon. Fletcher, R, and Portalupi, J. (1998). //Craft lessons: Teaching writing K-8.// York, ME: Stenhouse. Fresch, M.J. (2001). Journal entries as a window on spelling knowledge. //The reading teacher// 54(5) 500-513. Graves, D.H. (1994). //A fresh look at writing.// Portsmouth, NH: Heinemann. Hall, D. and Cunningham, P. (1997). //Month-by-month reading and writing for kindergarten: Systematic, multilevel instruction.// Greensboro, NC: Carson-Dellosa Publishing Co., Inc. Hindley, J. (1996). //In the company of children.// York, ME: Stenhouse. McCarrier, A, Pinnell, G.S., & Fountas, I.C. (2000). //Interactive writing: How language and literacy come together, K-2.// Portsmouth, NH: Heinemann. National Writing Project & Nagin, C. (2006). //Because writing matters: Improving student writing in our schools//. San Francisco: John Wiley & Sons, Inc. Portalupi, J., and Fletcher, R. (2001). //Nonfiction craft lessons: Teaching information writing K-8.// York, ME: Stenhouse. Short, K., Harste, J., with Burke, C. (1996). //Creating classrooms for authors and inquirers,// 2nd ed. Portsmouth, NH: Heinemann. Simmons, J. (1997). Attack of the killer baby faces: Gender similarities in third grade writing. //Language Arts// 74(2). Simmons, J. (1996). What writers know with time. //Language Arts// 73(8): 602-605. Spandel, V. (2008). //Creating young writers: Using six traits to enrich writing process in primary classrooms,// 2nd ed. Boston: Pearson.

Secondary and College Atwell, N. (1998). //In the middle: New understandings about writing, reading, and learning,// 2nd ed. Portsmouth, NH: Boynton/Cook Heinemann. Bomer, R, (1995). //Time for meaning: Crafting literate lives in middle and high school.// Portsmouth, NH: Heinemann. Burkhardt, R.M. (2003). //Writing for real: Strategies for engaging adolescent writers.// Portland, ME: Stenhouse. Fletcher, R. (1996). //A writer’s notebook: Unlocking the writer within you.// NY: Avon. Gere, A.R., Christenbury, L., & Sassi, K. ( 2005). //Writing on demand: Best practices and strategies for success.// Portsmouth, NH: Heinemann. Jago, C. (2005). //Papers, papers, papers: An English teacher’s survival guide.// Portsmouth, NH: Heinemann. Kittle, Penny. (2008). //Write beside them: Risk, voice, and clarity in high school writing.// Portsmouth, NH: Heinemann. Meeks, L. & Austin, C. (2003). //Literacy in the secondary English classroom: Strategies for teaching the way kids learn.// Boston: Allyn & Bacon. Murray, D. (1998). //The craft of revision, third edition.// Fort Worth, TX: Harcourt Brace. Murray, D.M. (1996). //Crafting a life in essay, story, poem.// Portsmouth, NH: Boynton/Cook Heinemann. Murray, D. (1989). //Expecting the unexpected: Teaching myself and others to read and write.// Portsmouth, NH: Boynton Cook/Heinemann. Murray, D.M. (1985). //A writer teaches writing,// 2nd edition. Boston: Houghton Mifflin. Newkirk, T. (1997). //The performance of self in student writing.// Portsmouth, NH: Boynton Cook/Heinemann. Newkirk, T. (ed.) (1990). //To compose: Teaching writing in high school and college,// 2nd ed. Portsmouth, NH: Heinemann. Rief, L. (2003). //100 Quickwrites//. New York: Scholastic. Rief, L. (1999). //Vision and Voice: Extending the literacy spectrum.// Portsmouth, NH: Heinemann. Rief, L. (1992). //Seeking diversity Language arts with adolescents.// Portsmouth, NH: Heinemann. Romano, T. (2000). //Blending genre, altering style: Writing multigenre papers.// Portsmouth, NH: Boynton/Cook Heinemann. Simmons, J. (2009). Writing instruction in the secondary classroom: Surviving school reform. In S. Parris, D. Fisher, & K. Headley, eds., //Adolescent literacy: Research-based best practices.// Urbana, IL: International Reading Association. Simmons, J. (2005). Writing for College: The conditions to do it right. //English Journal//, 94 (6), 75-80. Simmons, J. (2003). Responders are taught not born. //Journal of Adolescent and Adult Literacy//,49 (8), 684-693. Simmons, J. (1992a). Students teach me what to write. In Dahl, K. (Ed.), //Teacher as writer: Entering the professional conversation.// Urbana, IL: National Council of Teachers of English. Simmons, J. & McLaughlin, T. (2003). Longer, deeper, better. //Teaching English in the Two-Year College//, 30, 416-427. Smagorinsky, P. (2008). //Teaching English by design: How to create and carry out instructional units.// Portsmouth, NH: Heinemann. Spandel, V. (2009). //Creating writers through 6-trait writing: Assessment and instruction,// 5th ed. Boston: Pearson.

Content areas Daniels, H. & Bizar, M. (1998). //Methods that matter Sixty structures for best practice classrooms.// York, ME: Stenhouse. Ruddell, M.R. (2008). //Teaching content area reading and writing,// 5th ed. NY: John Wiley & Sons, Inc. Vacca, R.T. & Vacca, J.L. (2010). //Content area reading: Literacy and learning across the curriculum, 10th ed.// Boston: Allyn & Bacon. Wood, K.D. (2001). //Literacy strategies across the subject areas: Process-oriented blackline masters for the K-12 classroom.// Boston: Allyn & Bacon.

Reviews of research Dahl, K.L. & Farnan, N. (1998). //Children’s writing: Perspectives from research.// Newark, DE: International Reading Assoc. Graham, S., & Perin, D. (2007). //Writing next: Effective strategies to improve writing of adolescents in middle and high schools.// Washington, DC: Alliance for Excellent Education. Indrisano, R. & Paratore, J., eds. (2005). //Learning to write, writing to learn: Theory and research in practice.// Newark, DE: International Reading Assn. Indrisano, R. & Squire, J., eds. (2000). //Perspectives on writing: Research, theory, and practice.// Newark, DE: International Reading Assoc. VanDeWeghe, R. (2004). Research Matters. //English Journal// 30, 95-99.

The Nature of Writing Fletcher, R. (2006). //Boy writers: Reclaiming their voices.// Portland, ME: Stenhouse Fletcher, R. (1993). //What a writer needs.// Portsmouth, NH: Heinemann. Spandel, V. (2005). //The 9 rights of every writer.// Portsmouth, NH: Heinemann.

Helpful webpages http://owl.english.purdue.edu/owl/resource/560/01/ This is a guide to APA style.

[|http://grammar.ccc.commnet.edu/GRAMMAR/composition/brainstorm_freewrite.htm#freewriting] [|http://blog.popplet.com/english-lesson-plan-ideas-with-popplet]

[|__http://rubistar.4teachers.org/index.php__] ,

[|__http://www.teach-nology.com/web_tools/rubrics/writing/__]

[|What's Wrong and What's Right With Rubrics (Popham 1997)]

[|What’s still wrong with rubrics]

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Things we learned from THE HISTORY OF A PIECE:
1. Writers need time. 2. Writer's need to reflect. 3. Before you workshop your draft with your group, read it aloud to yourself. 4. Before you workshop your draft with your group, have "another" teacher read it and give you feedback. 5. When you don't know where to make the cuts, get some sleep. 6. When you need inspiration, look in your own backyard. 7. When you need inspiration, listen to a whole record album. 8. When you need inspiration, go for a run. 9. "in medias res" 10. Only listen to feedback that is positive and rings true to you. 11. Experimenting with form, takes a lot of work, but it is worth it. 12. Students are the best evaluators of their own work. 13. When we criticize student writing, the students feel personally criticized. But don't most people feel that way about their writing?

RUBRICS
[|Scoring Criteria for Blog]

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Writers' Workshop
//With adequate time to detour--to take risks and reflect on the results--writers learn how to consider what's working and what needs more work, to apply my teaching to their writing, and take control.// //--Nancie Atwell, In the Middle p.93//

Writers' workshop is the time in class that we set aside for our students to brainstorm, outline, draft, share drafts, respond to each others' drafts and to conference with me about drafts or about idea maps or about freewrites. It is also a time to revise and rework drafts. It is a time to reflect on drafts, to question the purposes of writing and to question classmates about specific areas of their drafts that might need work. Workshops can be "whole class" workshops as well. In this case, a student/author presents her draft to the entire class for feedback. The group is big, but the bigger the group the bigger the magic.