Reconsidering Writing Instruction—Honoring the Authentic, Managing the Mandates
P. L. Thomas, Furman University (paul.thomas[a]furman.edu)
Lexington Middle School
Lexington, South Carolina
Morning
• Read aloud: "Eleven," Sandra Cisneros
• Authentic and direct instruction of surface features:
Sandra Cisneros's "A House of My Own" (http://summerfurmangrad.blogspot.com/2010/06/sandra-cisneros-house-of-my-own-house.html)
• What we know about teaching surface features; rejecting the "error hunt":
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.
Landrum, J. E. (2007). Students: Do experts follow the rules you’re taught? Journal of Teaching Writing, 23(1), 1-16.
• Workshop: What makes a piece of writing "good"? (voice)
Prologue, Vertigo, Louise DeSalvo
• Reconsidering genre/essay format
"The Five Paragraph Essay and the Deficit Model of Education," Brannon et al.
• Reconsidering the writing process (Weaver, 1996)
• Reconsidering the rubric:
Kohn, A. (2006b, March). The trouble with rubrics. English Journal, 95(4), 12-15.
Mabry, L. (1999, May). Writing to the rubric: Lingering effects of traditional standardized testing on direct writing assessment. Phi Delta Kappan, 80 (9), 673–679.
Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.
Wilson, M. (2007, March). Why I won’t be using rubrics to respond to students’ writing. English Journal, 96(4), 62-66.
After Lunch
• Writing Workshop: The essentials (Time, Ownership, Response)
• Workshop: Reading like a writer
"Beginnings" handout
• Final: Questions, Debates, What to do now?
Recommended Resources
NCTE Resources:
NCTE Beliefs about the Teaching of Writing (http://www.ncte.org/positions/statements/writingbeliefs)
Teaching Composition: A Position Statement (http://www.ncte.org/positions/statements/teachingcomposition)
NCTE Principles of Adolescent Literacy Reform: A Policy Research Brief (http://www.ncte.org/library/NCTEFiles/Resources/Positions/Adol-Lit-Brief.pdf)
Amrein, A.L., & Berliner, D.C. (2002, March 28). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). Retrieved [March 01, 2007] from http://epaa.asu.edu/epaa/v10n18/
Atwell, N. (1998). In the Middle: New understanding about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boyton/Cook.
Atwood, M. (2002). Negotiating with the dead: A writer on writing. New York: Anchor Books.
Ball, A., Christensen, L., Fleischer, C., Haswell, R., Ketter, J., Yageldski, R., & Yancey, K. (2005, April 16). The impact of the SAT and ACT timed writing tests. Urbana, IL: National Council of Teachers of English.
Calfee, R. (1994). Ahead to the past: Assessing student achievement in writing. National Center for the Study of Writing Occasional Paper No. 39. Available on-line: www.writingproject.org/Resources/techreports.html.
———. (1994). Implications of cognitive psychology for authentic assessment and instruction. National Center for the Study of Writing Technical Report No. 69. Available on-line: www.writingproject.org/Resources/ techreports.html.
Calkins, L. M. (1994). The art of teaching writing (2nd ed.). Portsmouth, NH: Heinemann.
Cambourne, B. (1999). Conditions for literacy learning: Turning learning theory into classroom instruction. A minicase study. The Reading Teacher, 54(4), 414-429.
Fletcher, R. (1993). What a writer needs. Portsmouth, NH: Heinemann.
Freedman, S. W. (1991). Evaluating writing: Linking large-scale testing and classroom assessment. National Center for the Study of Writing Occasional Paper No. 27. Available on-line: www.writingproject.org/Resources/ techreports.html.
———. (1995). Exam-based reform stifles student writing in the U. K. Educational Leadership, 52 (6), 26–29.
Freedman, S. W., Dyson, A. H., Flower, L., & Chafe, W. (1987). Research in writing: Past, present, and future. National Center for the Study of Writing Technical Report No. 1. Available on-line: www.writingproject.org/ Resources/techreports.html.
Freedman, S. W., Flower, L., Hull, G., & Hayes, J. R. (1995). Ten years of research: Achievements of the National Center for the Study of Writing. National Center for the Study of Writing Technical Report No. 1-C. Available on-line: www.writingproject.org/Resources/techreports.html.
Freedman, S. W., & Hechinger, F. (1992). Writing matters. National Center for the Study of Writing Occasional Paper No. 31. Available on-line: www.writingproject.org/Resources/techreports.html
Freire, P. (2005). Teachers as cultural workers: Letters to those who dare to teach. Trans. D. Macedo, D., Koike, & A., Oliveira. Boulder, CO: Westview Press.
——— . (1993). Pedagogy of the oppressed. New York: Continuum.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Graves, D. (2002). Testing is not teaching: What should count in education. Portsmouth, NH: Heinemann.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
Hillocks, G., Jr. (2003). Fighting back: Assessing the assessments. English Journal, 2(4), 63–70.
———. (1995). Teaching writing as reflective practice. New York: Teachers College Press.
———. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
Kincheloe, J. L. (2005a). Critical constructivism primer. New York: Peter Lang.
Kincheloe, J. L. (2005b). Critical pedagogy primer. New York: Peter Lang.
Kohn, A. (2006b, March). The trouble with rubrics. English Journal, 95(4), 12-15.
Landrum, J. E. (2007). Students: Do experts follow the rules you’re taught? Journal of Teaching Writing, 23(1), 1-16.
Mabry, L. (1999, May). Writing to the rubric: Lingering effects of traditional standardized testing on direct writing assessment. Phi Delta Kappan, 80 (9), 673–679.
Nash, R. J. (2004). Liberating scholarly writing: The power of personal narrative. New York: Teachers College Press.
National Council of Teachers of English. (1998). Defining and defending instructional methods. Available on-line: http://www.ncte.org/about/over/positions/category/cens/107614.htm
Noskin, D. P. (2000). Teaching writing in the high school: Fifteen years in the making. English Journal, 90 (1), 34-38.
Pinker, S. (1994). The language instinct. New York: Harper Perennial.
———. (1999). Words and rules: The ingredients of language. New York: Basic Books.
Rosenblatt, L. M. (1988). Writing and reading: The transactional theory. National Center for the Study of Writing Technical report No. 13. Available on-line: www.writingproject.org/Resources/techreports.html
Routman, R. (2004). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Weaver, C., ed. (1998). Lessons to share on teaching grammar in context. Portsmouth, NH: Heinemann.
———. (2002). Reading process and practice, second edition. Portsmouth, NH: Heinemann.
———. (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.
Williams, J. M. (1997). Style: Ten lessons in clarity and grace (5th ed.). New York: Longman.
———. (1990). Style: Toward clarity and grace. Chicago: The University of Chicago Press.
Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.
———. (2007, March). Why I won’t be using rubrics to respond to students’ writing. English Journal, 96(4), 62-66.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: Today’s standards for teaching and learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.
Zinsser, W. (2001). On writing well: The classic guide to writing nonfiction (25th Anniversary Edition). New York: Quill.
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