Synopses & Reviews
The essays in this volume study the writing process and show ways in which a classroom can be set up to treat students as writers. The central issues are: how writers find topics, how teachers respond to writing, how writing and literature can be combined, and how writing can be used (and learned) in all subjects.
Synopsis
The essays in this volume study the writing process and show ways in which a classroom can be set up to treat students as writers.
About the Author
Thomas Newkirk's most recent books with Heinemann are The Art of Slow Reading (2011), Holding Onto Good Ideas in a Time of Bad Ones (2009) and Teaching the Neglected "R" (2007, coedited with Richard Kent). His Misreading Masculinity (2004) was cited by Instructor Magazine as one of the most significant books for teachers in the past decade. A former teacher of at-risk high school students in Boston, Tom is Professor of English at the University of New Hampshire, the former director of its freshman English program, and the director and founder of its New Hampshire Literacy Institutes. He has studied literacy learning at a variety of educational levels - from preschool to college. His other Heinemann and Boynton/Cook titles include the NCTE David H. Russell Award winning Performance of Self in Student Writing (Boynton/Cook, 1997), Taking Stock: The Writing Process Movement in the 90s (Boynton/Cook, 1994, coedited with Lad Tobin), and Nuts & Bolts: A Practical Guide to Teaching College Composition (Boynton/Cook, 1993). In addition, Tom is coeditor (with Lisa Miller) of The Essential Don Murray, which gathers the most important insights about writing and teaching writing from "America's Greatest Writing Teacher." Thomas Newkirk has been named the 2010 recipient of the Gary Lindberg Award for his outstanding contributions as a faculty member of the University of New Hampshire. Read the Award Announcement »
Table of Contents
Getting Started
Toward Righting Writing, A. Daigon
A Way of Writing, W. Stafford
A Conversation with Robert Cormier, T. Romano
Write Before Writing, D. Murray
Understanding Composing, S. Perl
How to Completely Individualize a Writing Program, W. Clark
Responding
Listening Beyond the Text, T. Moher
What About Arthur? M. Fallon
Productive Tension in the Writing Conference: Studying Our Students and Ourselves, L. Tobin
Teaching the Other Self: The Writer's First Reader, D. Murray
Writer-Based Prose: A Cognitive Basis for Problems in Writing, L. Flower
Writing and Literature
Dialogue with a Text, R. Probst
Watching Sarah Think: A Journal in Retrospect, M. Barbieri
Making Time, N. Atwell
Looking for Trouble: A Way to Unmask Our Readings, Thomas Newkirk
Writing Across the Curriculum
Language Across the Curriculum: Examining the Place of Language in Our Schools, B. Fillion
Journals Across the Disciplines, T. Fulwiler
No Smoke, No Magic, J. Ferguson
Appendix: Guidelines for Using Journals in School Settings
Style and Grammar
Breaking the Rules in Style , T. Romano