Teaching Writing Grades 7-12 in an Era of Assessment: Passion and Practice
©2014 |Pearson | Out of print
Mary L. Warner, San Jose State University
Jonathan H. Lovell, San Jose State University
©2014 |Pearson | Out of print
Here are authentic, proven practices in the teaching of writing, grades 7—12, and integrating Common Core State Standards within a comprehensive English Language Arts curriculum.
Veteran Middle and high school teachers share their practices, along with samples of student writing that confirm the value of their pedagogy.
This is a book for teachers, by teachers, about teaching writing. In it, veteran teachers assert that writing, especially if it is authentic, must be taught comprehensively and not segmented into distinct measurable skills. An ideal guide for those who have not had access to professional development in teaching writing, the book gives readers the benefit of hearing first hand from real people teaching real students–teachers who have great credibility and knowledge about teaching writing, plus the “evidence” of their success as shown in their students’ writing samples.
In this unique book, middle and high school teachers share their best practice and share samples of student writing that confirms the value of their pedagogy. In addition to presenting detailed, specific pedagogy appropriate for seventh grade, eighth grade, and high school students, the book also addresses a wide range of students, including English Language Learners and reluctant writers and readers. The teacher/writers demonstrate authentic and comprehensive pedagogy and incorporate the Common Core State Standards into their presentations.
“Teaching Writing Grades 7-12 in an Era of Assessment is a thoughtful, student-centered book about teaching writing and reading that offers dozens of pragmatic ideas for teaching in the 'era of assessment.' These authors clearly understand pedagogy and provide readers with many excellent ideas and resources for improving writing instruction. I see this book as one that readers would set on the corner of the desk in their classroom and use again and again. Perhaps the best thing about it: all of these teachers are great writers themselves. Their prose is inviting and assuring. New teachers would be heartened by reading this book.” — Daniel Boster, Ralston High School, Ralston, NE
"I believe the greatest strength of this book is that the authors are actual classroom teachers who have researched and developed the pedagogy presented within these pages. As an educator, I can relate to the experiences and struggles these teachers have endred to help them come to their present methods of teacher writing." — Susan Hampton, Virginia Middle School, Bristol, VA
With the practical, original help provided in this unique guide, pre- and in-service teachers are able to:
1 Passion and Practice: Personalizing the Theoretical—Jonathan Lovell 1
2 Promoting the Passion: Teachers as Writers, Teachers as Collaborators—Mary Warner 18
3 Building on the Formulaic: Into, Through, and Beyond—Maria Clinton, Martin Brandt, and Brook Wallace 34
4 Creative Reading in Support of Writing: Developing Meaningful Response to Literature—Jay Richards, Brenna Dimas, Marie Milner, and Mary Warner 77
5 Finding Your Writing Voice—Mary Warner, Kathleen Cohen, and Marie Milner 106
6 Bringing Passion to the Research Process: The I-Search Paper—Brandy Appling-Jenson, Carolyn Anzia, and Kathleen González 130
7 Expanding the Boundaries: The Uncharted Territory of Multigenre Writing—Suzanne Murphy, Maria Clinton, and Marie Milner 153
8 Empowering English Language Learners: Moving Toward Competency as Speakers, Readers, and Writers—Marie Milner 180
9 Practical Guidelines for Portfolios: Promoting Qualitative Assessment in a Test-Prep Climate—Suzanne Murphy, Amy Thompson, and Kathleen González 192
10 Keeping Heart: Dealing with the Realities of the Paper Load While Providing Authentic Response—Kathleen González and Maria Clinton 216
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Mary Warner has been teaching English for 37 years—nine years in middle and high school and 28 years in post-secondary. Mary is an Associate Professor of English at San José State University, where she also is the Director of the English Credential Program and serves as Co-Director of the San José Area Writing Project. As Director of the English Credential Program, she routinely networks with middle and high school teachers in the 33 school districts in Santa Clara County.
Her special teaching interests include Literature for Young Adults and the Bible as Literature. Warner is the editor and author of two chapters in Winning Ways of Coaching Writing: A Practical Guide for Teaching Writing Grades 6–12 (Allyn and Bacon, 2001) and author of Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story (Scarecrow Press, 2006). She has also published numerous reviews for ALAN Picks and serves as a reviewer for The ALAN Review.
Mary is a member of the School Sisters of Notre Dame, an international congregation of women religious dedicated primarily to the education of women and youth.
Jonathan Lovell has been teaching English Education for 33 years, as well as English at the high school and college levels for seven more. He is a Professor of English at San José State University, where he serves as the Director of the San José Area Writing Project and the Co-Director of the English Credential Program. In the former role, he co-directs the project’s invitational summer institute, where each of the authors represented in this book began to envision themselves as both teachers and authors.
His academic interests include the relation of brain research to the teaching of writing, models of professional development for K–12 teachers, and the “carry-forward” effect of participants’ summer institute experience in their school year classrooms. He maintains a blog on these and related issues entitled “jonathan’s edutalk.” His articles have appeared in California English, Language Arts, and The National Writing Project Quarterly, and he is the co-editor, with Bonnie Sunstein, of The Portfolio Standard: How Students Can Show Us What They Know and Are Able to Do (Heinemann, 2000).
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