The literary arts organization, Writers in the Schools (WITS), fosters critical thinking through the teaching of creative writing (Brouillette, 2008; Deasy, 2002). Arts education has been marginalized throughout time, and economic and political issues continue to affect the presence of teaching artists in schools. The researcher of this qualitative study interviewed nine writers employed by WITS and used their reflective essays written at the end of their teaching experiences to document their perceptions regarding (1) their personal effectiveness as teaching artists and (2) the instructional effectiveness of the WITS organization in promoting creative writing, and factors influencing each. The findings indicated that the WITS writers interviewed felt that they made an impact in the classroom by building student confidence and making a difference with students in nontraditional ways. WITS writers taught the process approach to writing and taught in a variety of genres. The majority of the WITS writers interviewed taught poetry first to help students gain comfort with writing, and most of the WITS lessons were guided by a literary element. The unique position of the visiting WITS writer in the classroom motivated students. Free from the pressures of getting students to score well on standardized tests, these WITS writers created a curriculum based on students' needs and interests and focused on self-expression. Therefore, student mastery was defined on an individualized basis, not by whole-class objectives. WITS writers encountered challenges when students were pulled out of their WITS class time for standardized test preparation and when classroom management styles differed from the classroom teacher. These WITS writers believed it was important to bring their unique style of teaching into the classroom, but to work within the parameters of the WITS philosophy and guidelines. They were committed to the WITS organization and the students they taught, and they were effective teachers of writing who made an impact in the classroom. Recommendations for future research are included.

Ths book brings together the contributions of a group of distinguished researchers& teacher-scholars to present the significant theory&research related to the writing process,the implications of this knowledge for practice,&the directions future research

Intended to provide school principals and administrators with suggestions for leading a schoolwide writing improvement effort, this book describes the writing process and addresses the kinds of considerations of which administrators should be aware. Chapters in the book discuss (1) the composing process and the teaching of writing, (2) evaluating a school's writing program, (3) planning and implementing a staff development program, (4) improving the composition curriculum, improving writing across the curriculum, (6) supervising the writing program, (7) working with parents to improve student writing, and (8) improving the administrator's own writing. A chapter of resources in the testing and teaching of writing concludes the book. (HTH)

This collection offers an inclusive, multifaceted look at individual students’ patterns of writing trajectories, as well as their development of an identity as a writer. Building on rare longitudinal research, this translated text explores how adolescents learn subjects through writing and learn writing through subjects. Contributors consider issues relating to different forms of writing and grapple with students’ ambivalence or resistance to this at school, together offering an examination of how the education system can rise to the challenge of offering today’s students meaningful and appropriate writing instruction. Bringing knowledge from writing researchers and educational researchers together, Understanding Young People’s Writing Development explores: Young adults’ complicated experiences with the school writing project Practices, purposes, and identification in student note writing Knowledge construction in writing as experience and educational aim The pedagogical challenges and perspectives of writing and writer development Creativity as experience and potential in writing development The impact of digital technologies and media on student writing Using students’ work to aid the understanding of practice, this book will help highlight the importance of viewing individual writer developments from a social, institutional, and societal context, and raise questions that will advance writing pedagogy and the teaching and learning of school subjects.

This book, a series of essays developed at a working conference on the integration of reading and writing, surveys the historical, cultural, situational and social forces that keep the teaching of writing separate, skew the curriculum to favor reading over writing, and discourage development of pedagogies that integrate the language arts; examines the cognitive processes and strategies writers and readers use outside of school to develop and express their ideas; and discusses the challenge teachers face--to help students develop skills for reading and writing without isolating those skills from meaningful tasks and letting students forget the reasons for these activities. The book contains the following chapters: Chapter 1, "On Collaboration" (Anne Haas Dyson); Chapter 2, Introduction (James Moffett) and "A Sisyphean Task: Historical Perspectives on Writing and Reading Instruction" (Geraldine Joncich Clifford); Chapter 3, Introduction (Guadalupe Valdes) and "Writing and Reading in the Community" (Robert Gundlach and others); Chapter 4, Introduction (Sandra Murphy) and "The Problem-Solving Processes of Writers and Readers" (Ann S. Rosebery and others); Chapter 5, Introduction (Wallace Chafe) and "Writing and Reading Working Together" (Robert J. Tierney and others); Chapter 6, Introduction (Mary K. Healy) and "Writing-and-Reading in the Classroom" (James Britton); and Chapter 7, "The Writing-Reading Connection: Taking Off the Handcuffs" (Art Peterson). (MS)

Discusses the importance of teaching writing and gives ideas for creating effective writing programs. Also includes the most recent research and reports, new sections on writing and English language learners, technology, and the writing process.

Writing is a critical component for teaching children about advocacy and empowering student voice, as well as an essential tool for learning in many disciplines. Yet, writing instruction in schools often focuses on traditional methods such as the composition of five-paragraph essays or the adherence to proper grammatical conventions. While these are two components of writing instruction and preparation in education, they only provide a small glimpse into the depth and breadth of writing. As such, writing instruction is increasingly complex and requires multiple perspectives and levels of skill among teachers. The Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching serves as a comprehensive reference of issues related to writing instruction and leading research about perspectives, methods, and approaches for equitable and effective writing instruction. It includes practices beyond K-12, including best writing practices at the college level as well as the development of future teachers. Providing unique coverage on culturally relevant writing, socio- and racio-linguistic justice, and urgent writing pedagogies, this major reference work is an indispensable resource for administrators and educators of both K-12 and higher education, pre-service teachers, teacher educators, libraries, government officials, researchers, and academicians.

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers’ identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers’ identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With four interlinked sections, this book offers: Nuanced understandings of how writer identities are shaped and formed; Insights into how classroom practice changes when teachers position themselves as writers alongside their students; New understandings of what this positioning means for students’ identities as writers and writing pedagogy; and Illuminating case studies mapping young people's writing trajectories. With an international team of contributors, the book offers a global perspective on this vital topic, and makes a new and strongly theorised contribution to the field. Viewing writer identity as fluid and multifaceted, this book is important reading for practising teachers, student teachers, educational researchers and practitioners currently undertaking postgraduate studies. Contributors include: Teresa Cremin, Terry Locke, Sally Baker, Josephine Brady, Diane Collier, Nikolaj Elf, Ian Eyres, Theresa Lillis, Marilyn McKinney, Denise Morgan, Debra Myhill, Mary Ryan, Kristin Stang, Chris Street, Anne Whitney and Rebecca Woodard.

Editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.

This book explores the findings and beliefs researchers and teachers have shared about classroom practices and children's writing processes, highlighting representative studies with a focus on classroom application. The book examines subjects in a comprehensive review of recent research. It looks at past findings and presents challenging questions for future research. The book aims to engage teachers in research inquiry and to expand collaborations between classroom instructors and university researchers. Following a foreword and an introduction, chapters in the book are titled: (1) Conceptions of the Writing Process; (2) The Writing Processes of Children; (3) New Directions for Writing Workshop Programs; (4) Learning the Craft of Writing; (5) Writing across Subject Areas; (6) Technology and Writing; (7) Research on Assessment in Writing; and (8) Thinking Back, Looking Ahead. A list of references, a subject index, and an author index conclude the book. (NKA)