reading/writing connection

On the Use of Metawriting to Learn Grammar and Mechanics

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Author: Douglas James Joyce

Summary: In this short article, the author proposes a strategy to support adolescent composition students to develop an awareness of grammatical patterns underlying their writing (errors). The article includes an assignment and student examples.
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Writing and Reading in the Classroom

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Author: James Britton

Summary: Within this foundational piece, Britton describes examples of K-university classroom practice, as well as theory and research supporting learning environments where reading, writing, and talk become catalysts for communication, collaboration and learning. The depth and breadth of this chapter might lead to some intriguing opportunities for study groups to draw parallels and contrasts between 1987 and today; to historically and theoretically situate practices such as dialogue journals, free-writing/free-reading, collaborative learning, and real world learning; and to explore further suggestions for teachers and administrators.
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A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School

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Author: Carol Booth Olson and Robert Land

Summary: This article documents a longitudinal research study conducted by members of the UC Irvine Writing Project in partnership with a large, urban school district in which 93 percent of the students speak English as a second language. Over an eight-year period, 55 secondary teachers implemented a cognitive strategies approach to reading and writing instruction designed to make visible the thinking strategies that experienced readers and writers access in the process of meaning construction. An important resource, this would be useful as a text for study in a professional development program or for individual teacher research. The project “was not just an abstract research study; it was a concrete attempt to level the playing field for specific ELL students in a large urban school district through sustained, ongoing collaboration with a dedicated and committed group of teachers…” The consistency of positive outcomes on multiple measures strongly points to the efficacy of using this approach with ELL students.
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Content Area Literacy and Learning: Selected Sources for the 21st Century, An Annotated Bibliography

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Author: Judith Rodby

Summary: Those looking for materials related to content area and cross-disciplinary reading may find this annotated bibliography useful. It is organized around three general categories of research and practice: 1) generalized reading strategies; 2) adapting/applying generalized reading strategies to specific content areas (math, science, history); and 3) content area-specific approaches that focus on genres, discourses, and identities implicit in the ways of knowing in subject areas and disciplines.
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Protest and Student Voice

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Author: Kathleen Hicks Rowley

Summary: This article describes how a teacher introduces her students to liberatory practices and protest movements as a framework for year-round readings, writings and curriculum. Based on the understanding that part of a teacher’s role is to help students make connections to moral responsibility within the world, the teacher/author designs curriculum that includes a classic novel like Lord of the Flies with its themes of injustice and places it alongside a study of trauma and mass incarceration. Reading/writing connection ideas like this are relevant to educators seeking curriculum that explores critical literacy and concepts of injustice. Community youth writing projects could also use this resource.
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30 Ideas for Teaching Writing

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Summary: This resource offers successful strategies contributed by experienced Writing Project teachers. Readers will benefit from this variety of eclectic, classroom-tested techniques. These ideas originated as full-length articles in NWP publications (a link to the full article accompanies each idea below). This resource can be offered to summer institute or school-partnership participants as they collect ideas to enhance their writing instruction or as possible teacher study group topics.
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Subversive Acts of Revision: Writing and Justice

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Author: Heather Bruce

Summary: Bruce explains how revision can be taught as a tool to critique unjust texts. She writes, “We must …speak back to those who would take our power from us and continue a legacy of damage to our students.” Reading this piece could spark powerful conversations about teaching for social justice while supporting students as critically active readers who write as a way to resist and/or advocate.
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Multiple Texts: Multiple Opportunities for Teaching and Learning

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Author: Laura Robb

Summary: Offering a vivid glimpse into her middle school classroom, author Laura Robb illustrates how making available a range of texts at different reading levels and from a variety of perspectives on a subject promotes the engagement and success of all students in her heterogeneously grouped classroom. Noting that multiple texts help all students engage as active members of a literate community of readers, Robb also shares a list of sources for locating a range of nonfiction texts along with a variety of effective teaching strategies. Sharing both theory and practice, this article could be easily the basis for a single workshop session or a series of workshops demonstrating strategies for strengthening students’ content-area literacy skills.

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The Diversity of Writing

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Author: Charles Bazerman

Summary: In this article, Bazerman writes of the various things writers do with words, describing how writers enter a complex and deepening engagement with a “symbolic environment” that coincides with the culture’s social, economic, and civic possibilities. He describes the many purposes, forms, and impacts of writing, and discusses how real-life reading/writing connections can frame how we design reading and writing for students. From legislators to journalists to technical writers in various contexts, this resource can be used as a study text that undergirds teacher inquiry into disciplinary literacy and varied forms and genres of writing.
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Framework for Success in Postsecondary Writing

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Summary: Developed collaboratively among representatives from the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project, Framework for Success in Postsecondary Writing describes the rhetorical and twenty-first-century skills that are critical for college success based on current research in writing and writing pedagogy. This short introduction includes a list of the habits of mind identified as essential for success in college writing and includes a link to the complete Framework which is of particular interest to study groups and teacher leaders planning and facilitating professional development in the teaching of writing.
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