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More copies of this ISBN:Write for Insight: Empowering Content Learning, Grades 6-12by William J. Strong
Synopses & ReviewsPublisher Comments:“Bill Strong presents a clear and compelling case for using writing to learn as a tool across the curriculum. The author’s anecdotes and his rich, descriptive writing draw the reader into this thought-provoking text and the wealth of practical strategies and activities presented give content area teachers concrete ideas to implement in their classrooms.” —Carol Booth Olson, UCI Writing Project, University of California, Irvine
Prompted by the “near-total neglect of writing” in content areas outside English, Bill Strong explores and answers the question: “Why does writing matter?”
Review:Download the Review from the September 2007 issue of the Writing Across the Curriculum Journal.
Writing Across the Curriculum Journal, Vol. 18, September 2007, Pgs. 73-77.
Reprinted with permission from the Writing Across the Curriculum Journal. Synopsis:Middle and high school writing is not pointless! From one of the most respected writing professors in America, this book combines the insight — affective-- for writing with writing as a learning tool in all content areas. Prompted by the near-total neglect of writing in content areas outside English, Bill Strong explores and answers the question 'why writing matters.' At a time when more emphasis is being placed on middle and secondary students and when writing tests have been added to the new ACT and SAT assessments, Write for Insight is ideal for teachers seeking a flexible and inspiring way to increase students' motivation and to enhance long-term learning. Arguing that writing is a powerful learning tool in all content areas, Strong utilizes note-taking, drawing, summarizing, brainstorming, and metaphor-building to help students collect notes, plan future action, frame questions, monitor their own learning, and engage in a rich array of imaginative and cognitive tasks. Written by a masterful teacher for teachers, the friendly, thought-provoking style is appropriate for teachers in diverse disciplines. About the AuthorWilliam Strong has worked in middle school and high school literacy instruction for four decades. Besides presenting hundreds of workshops and many conference talks, he has authored a dozen books and teacher resources, including Coaching Writing: The Power of Guided Practice (Heinemann, 2001). Bill was the consulting author in composition for the Writer's Choice textbooks (Glencoe/McGraw-Hill, 2001) and the series consultant for English Matters! (Grolier, 2000), and he served for ten years on the National Writing Project Advisory Board. In addition, Bill founded the Utah Writing Project at Utah State University and directed it for twenty-five years while also teaching courses in content area literacy, English education, and writing. Both his teaching and research have received college-level awards, and he has been honored by professional groups for his statewide leadership in pre-service and in-service teacher education. He enjoys downhill skiing, motorcycle touring, and working with school districts and National Writing Project sites. Readers can contact the author at Bill.Strong@usu.edu. Table of ContentsForeword by Richard Sterling,
An Introduction to Insight.
1. Writing from the Inside Out.
2. Challenging the Hidden Curriculum.
3. Exploring Expressive Writing.
4. Helping Basic Writers Succeed.
5. Tapping the Power of Metaphor.
6. Designing Assignments and Rubrics.
7. Managing the Writing Process.
8. Coaching and Judging Writing.
9. Researching Outside the Box.
10. Writing as a Means to Meaning.
Appendix A: Literacy Autobiography Case Study. Appendix B: Nine Graphic Organizers. Appendix C: Bob Tierney’s Trigger Words for Concept Teaching. Appendix D: Content Area Writing Assignments.
References.
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