"What kind of writing do we do beyond high school? And why aren't we practicing it now? The writing most often done in school is academic in nature, focusing on form and genre, adding details to narrative and including plenty of citations in an argumentative essay. The old 5-paragraph essay still rules. Diane Lapp, Maria C. Grant, and Marisol Thayre recognize that this way of teaching writing seems inauthentic to most students - and they have research to back this up. Writing in most careers, on the other hand, doesn't require flowing narrative prose or tight iambic pentameter. The purpose of writing in most careers is to communicate complex ideas specific to their fields with non-experts and other experts in their profession or discipline. And writing skill is a predictor of success not only in academia but in civic life and the global economy (Graham & Perin, 2007)"--
Teaching writing that is relevant to your students and their futures
What kind of writing do we do beyond school? It certainly isnt the well-known five-paragraph essay or tight iambic pentameter. In todays workforce, the purpose of writing is to communicate complex ideas specific to career fields. Students need more than simply mastering academic writing, so Teaching Writing From Content Classroom to Career shows how to combine writing instruction teachers already share language selection, tone, voice, audience, organization, and style with meaningful writing tasks so students can connect classroom writing to the world of their work and their futures. Authors Maria C. Grant, Diane Lapp, and Marisol Thayre explain ways to show students how writing works in the world of work with
- Ready-to-go lesson plans focused on relevant, world-of-work writing tasks and formats
- An overarching rubric of key skills as well as student-self-assessment rubrics to make instruction and implementation crystal clear
- Downloadable and reproducible tools for both students and teachers for ease of implementation
- Exemplar mentor texts from the workplace in multiple disciplines that showcase writings essential connections to workforce readiness
- Suggestions for using AI to generate exemplar texts
- Examples of how to be a successful communicator who knows how and when to move in and out of different modes of language
Full of tools, resources, and strategies that are easy to implement and seamlessly overlay school writing curriculum, this book sets students on the path to academic and career success through writing.
Recenzijos
In Teaching Writing From Content Classroom to Career, Maria Grant, Diane Lapp, and Marisol Thayer have skillfully crafted a book that shifts writing instruction from a "one day youll need this" to "see howll you need this" approach that is needed in classrooms determined to meet writing expectations postsecondary writing students will encounter. -- Andy Schoenborn, Clare Public Schools
Introduction
Chapter 1: Why Am I Writing This?
Chapter 2: Who Am I Writing This For?
Chapter 3: Whats the Best Way to Say It?
Chapter 4: Structure and Evidence: How Do I Present My Case Most
Effectively?
Chapter 5: Revision: How Can I Make My Writing Crystal Clear?
Chapter 6: Putting It All Together: Writing Readiness Equals Career
Readiness
Appendix
Maria C. Grant, EdD, is a professor in the Department of Secondary Education at California State University Fullerton and the director of the Single Subject Credential Program at CSUF. She works with both pre-service and in-service teachers in the credential program and at school sites. Her work includes research and publications in the areas of disciplinary literacy, literacy in the content areas, science education, and pedagogy. In addition to her efforts at the university, Marias experience includes many years of teaching in high school and middle school science classrooms. She has taught physics, oceanography, coordinated science, chemistry, and earth science. She currently supports learners as teacher and coach at Health Sciences High & Middle College. Over the years, Maria has acted as a leader in curriculum development and professional development at both the school and district levels. Her most recent efforts include research and professional development work centered on reading, writing, and language within content classrooms. Maria can be reached at mgrant@fullerton.edu. Follow her on twitter at @mgrantfullerton Diane Lapp, EdD, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and childrens materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at lapp@sdsu.edu. Follow her on twitter @lappsdsu Marisol Thayre, PhD, is a secondary English teacher, author, and instructional coach. She has worked with preservice and experienced teachers alike in creating purposeful, collaborative, and data-driven classrooms for various grade levels and content areas. In addition to her role as a teacher leader and mentor, Marisol has presented both nationally and internationally on topics including assessment, secondary literacy strategies, differentiation, and collaboration. Her current research endeavors are focused on the integration of social emotional learning into content-area instruction. Marisol currently teaches high school English and college composition in San Diego, California.
