Developing Writing Teachers

Practical Ways for Teacher-Writers to Transform Their Classroom Practice
1. Auflage 2014
ISBN: 978-0-415-63183-9
Verlag: Taylor & Francis

Buch, Englisch, 250 Seiten, Format (B × H): 157 mm x 229 mm, Gewicht: 476 g

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.

Autoren/Hrsg.

Locke, Terry

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Geisteswissenschaften Sprachwissenschaft Schreiben und Publizieren, Kreatives Schreiben

Inhaltsverzeichnis

Contents

1. Introduction: Assuming the identity of writer

Part I: The teacher as writer
2. Writing in the 21st Century
3. Writing the self through storying
4. “One’s-self I sing”: The democratic self in writing
5. Writing as enacting the professional self
6. Writing as design

Part II: The teacher of writing
7. Best practice overview – what the research says
8. Building a community of writing practice
9. Writing as process
10. Addressing (and answering) the “grammar” question
11. Writing as technology, or writing as ICRT
12. Writing assessment as negotiating power and discourse

Bibliography

Über Autor(innen)

Terry Locke is Professor of Arts and Language Education, The University of Waikato, New Zealand.