| Preface: Creating Space for Writers to Happen |
|
xi | |
|
|
| Introduction: Teaching Writing as Journey, Not Destination |
|
xxvii | |
|
SECTION I ACCOUNTABILITY, STANDARDS, AND HIGH-STAKES TESTING OF WRITING |
|
|
|
1 Adventures in Nonsense: Teaching Writing in the Accountability Era |
|
|
3 | (4) |
|
2 Why You Cannot Trust Common Core Advocacy |
|
|
7 | (2) |
|
3 Misguided Reading Policy Creates Wrong Lessons for Students as Writers |
|
|
9 | (4) |
|
4 Reformed to Death: Discipline and Control Eclipse Education |
|
|
13 | (6) |
|
SECTION II BEING A WRITING TEACHER |
|
|
|
5 A Community of Writing Teachers |
|
|
19 | (4) |
|
6 Fostering the Transition From Student to Writer |
|
|
23 | (4) |
|
7 Who Can, Who Should Teach Writing? |
|
|
27 | (4) |
|
8 Writing, Unteachable or Mistaught? |
|
|
31 | (6) |
|
9 What Does "Teaching Writing" Mean? |
|
|
37 | (8) |
|
SECTION III BEING A WRITER |
|
|
|
10 A Portrait of the Artist as Activist: "In the Sunlit Prison of the American Dream" |
|
|
45 | (6) |
|
11 Teaching, Writing as Activism? |
|
|
51 | (4) |
|
12 Three Eyes: Writer, Editor, Teacher |
|
|
55 | (4) |
|
13 Writing Versus Being a Writer |
|
|
59 | (6) |
|
|
|
|
14 Student Choice, Engagement Keys to Higher Quality Writing |
|
|
65 | (6) |
|
SECTION V CITATION AND RESEARCH PAPERS |
|
|
|
15 On Citation and the Research Paper |
|
|
71 | (4) |
|
16 Technology Fails Plagiarism, Citation Tests |
|
|
75 | (4) |
|
17 Real-World Citation Versus the Drudgery of Academic Writing |
|
|
79 | (6) |
|
SECTION VI CREATIVE WRITING |
|
|
|
18 On Writing Workshop, Cognitive Overload, and Creative Writing |
|
|
85 | (6) |
|
19 Appreciating the Unteachable: Creative Writing in Formal Schooling |
|
|
91 | (6) |
|
SECTION VII DIAGRAMMING SENTENCES |
|
|
|
20 Diagramming Sentences and the Art of Misguided Nostalgia |
|
|
97 | (8) |
|
SECTION VIII DIRECT INSTRUCTION |
|
|
|
21 Reclaiming "Direct Instruction" |
|
|
105 | (10) |
|
SECTION IX DISCIPLINARY WRITING |
|
|
|
22 Writing as a Discipline and in the Disciplines Ill |
|
|
|
23 Reading Like a Writer (Scholar): Kingsolver's "Making Peace" |
|
|
115 | (4) |
|
24 Intersections and Disjunctures: Scholars, Teachers, and Writers |
|
|
119 | (4) |
|
25 Helping Students Navigate Disciplinary Writing: The Quote Problem |
|
|
123 | (8) |
|
SECTION X FIRST-YEAR COMPOSITION |
|
|
|
26 You Don't Know Nothing: U.S. Has Always Shunned the Expert |
|
|
131 | (4) |
|
27 Is Joseph R. Teller Teaching Composition All Wrong? |
|
|
135 | (6) |
|
SECTION XI FIVE-PARAGRAPH ESSAY |
|
|
|
28 How the Five-Paragraph Essay Fails as Warranted Practice |
|
|
141 | (4) |
|
29 John Warner Swears Off Essays, and Students? (Yes, and So Should Everyone) |
|
|
145 | (4) |
|
30 Seeing the Essay Again for the First Time |
|
|
149 | (6) |
|
SECTION XII GENRE AWARENESS |
|
|
|
31 Investigating Zombi(e)s to Foster Genre Awareness |
|
|
155 | (4) |
|
32 O, Genre, What Art Thou? |
|
|
159 | (6) |
|
|
|
|
33 Rethinking Grading as Instruction: Rejecting the Error Hunt and Deficit Practices |
|
|
165 | (8) |
|
34 Not How to Enjoy Grading But Why to Stop Grading |
|
|
173 | (4) |
|
35 The Nearly Impossible: Teaching Writing in a Culture of Grades, Averages |
|
|
177 | (6) |
|
|
|
|
36 Lost in Translation: More From a Stranger in Academia |
|
|
183 | (4) |
|
37 Teaching Literacy, Not Literacy Skills |
|
|
187 | (4) |
|
38 Fostering Convention Awareness in Students: Eschewing a Rules-Based View of Language |
|
|
191 | (4) |
|
39 Not If, But When: The Role of Direct Instruction in Teaching Writing |
|
|
195 | (6) |
|
40 On Common Terminology and Teaching Writing: Once Again, the Grammar Debate |
|
|
201 | (6) |
|
|
|
|
41 We Teach English Revisited |
|
|
207 | (6) |
|
42 Teaching Writing in ELA/English: "Not Everything to Do, But Something" |
|
|
213 | (6) |
|
43 To High School English Teachers (and All Teachers) |
|
|
219 | (4) |
|
|
|
223 | (4) |
|
45 Teaching English as "The Most Intimate Subject in The Curriculum" |
|
|
227 | (4) |
|
46 Teaching Literacy in Pursuit of "A Wholesome Use of Language" |
|
|
231 | (8) |
|
SECTION XVI LITERACY AND THE LITERARY TECHNIQUE HUNT |
|
|
|
47 Formal Schooling and the Death of Literacy |
|
|
239 | (6) |
|
|
|
|
48 "Students Today ": On Writing, Plagiarism, and Teaching |
|
|
245 | (8) |
|
49 Plagiarism: Caught Between Academia and the Real World |
|
|
253 | (6) |
|
|
|
|
50 What Makes Poetry, Poetry? |
|
|
259 | (2) |
|
51 Teaching Essay Writing Through Poetry |
|
|
261 | (6) |
|
SECTION XIX PUBLIC INTELLECTUAL (WRITING FOR THE PUBLIC) |
|
|
|
52 Writing for the Public: A Framework |
|
|
267 | (6) |
|
|
|
|
53 Advice for Submitting Work for Publication |
|
|
273 | (6) |
|
SECTION XXI READING LIKE A WRITER |
|
|
|
54 Guided Activity: More Reading Like a Writer |
|
|
279 | (4) |
|
|
|
|
55 Ken Lindblom's "Is Interesting to Read" and the Rubric Dilemma Redux |
|
|
283 | (4) |
|
56 More on Failing Writing, and Students |
|
|
287 | (8) |
|
57 Models, Mentor Texts, and (More) Resisting Rubrics |
|
|
295 | (6) |
|
SECTION XXIII TEACHING ENGLISH |
|
|
|
58 Readers, Writers, Teachers, and Students: "The Pointlessness of So Much of It" |
|
|
301 | (4) |
|
59 Analogies Like Land Mines: Treading Carefully When We Discuss Teaching Writing |
|
|
305 | (6) |
|
SECTION XXIV WRITING PROCESS |
|
|
|
60 Writing as Discovery: When Process Defaults to Script |
|
|
311 | (4) |
| Conclusion: The Struggle Itself |
|
315 | (6) |
| About the Author |
|
321 | |
