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9780325007281

Writing on Demand: Best Practices and Strategies for Success

Gere, Anne Ruggles; Christenbury, Leila; Sassi, Kelly

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9780325007281: Writing on Demand: Best Practices and Strategies for Success

Research and experience show that writers need three things: ownership of the form and subject of their writing; feedback from other writers; and time to draft and revise. Yet the harsh and confusing reality of today's college-entrance and state-mandated examinations-or any test with an essay component-is that students, trained in writing workshops, go on the clock to compose a paper on an assigned topic, in a prescribed form, for which they will receive no feedback.

...And their future depends on it.

In Writing on Demand, you'll discover how to help your students gain the valuable skills they need to succeed on the essay portions of the SAT, ACT, Advanced Placement, and other exams and to help them develop as writers. Anne Ruggles Gere, Leila Christenbury, and Kelly Sassi take you through the entire testing process, offering insights on several key strategies for on-demand writing, including how to:
  • quickly decode writing prompts to uncover the goals and expectations of the assignment
  • organize thoughts swiftly and use the allotted time efficiently
  • understand how tests are scored
  • approach the scorers as an audience

Most importantly, they show you how integrate these strategies into a program of best practices instead of mere test prep.

In addition, a companion website offers more than 50 downloadable prompts, sample student essays, grading rubrics, and minilessons that give you a chance to aid your students in understanding this specialized genre and to use their composing skills in this artificially compressed version of the writing process.

Give your students the opportunity to develop the proficiency and confidence they need to succeed in on-demand writing situations without abandoning the principles behind your writing workshop. Read Writing on Demand and find out how students can not only beat the clock, but write well-even in the most trying conditions for writers.

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About the Author:

Anne Ruggles Gere directs the Ph.D. Program in English and Education at the University of Michigan where she is a Professor of English and a Professor of Education. While she was on the faculty at the University of Washington, she founded and directed the Puget Sound Writing Program. She also directed an NEH-sponsored program on writing across the curriculum, from which Roots in the Sawdust: Writing to Learn Across the Disciplines (NCTE, 1985) emerged. She is author of Writing Groups: History, Theory, and Implications (Southern Illinois University Press, 1987) and editor of Into the Field: Sites of Composition Studies (MLA, 1993). Gere was Chair of the Conference on College Composition and Communication in 1993-1994 and has served on a number of NCTE committees.

Leila Christenbury is Professor of English Education at Virginia Commonwealth University, where she teaches young adult literature, the teaching of writing, teaching methods for both secondary and middle school, and instructional theory and design. A former high school English teacher, well-known writer and researcher in English education, and past English Journal editor, Christenbury was recently elected president of the National Council of Teachers of English.

Kelly Sassi, a former high-school teacher in Fairbanks, Alaska, and a graduate student at the University of Michigan, has taught CRISS workshops and classes for teachers in literacy strategies. She evaluates AP exams for the Educational Testing Service, and has presented at NCTE on media literacy and the high-school-college transition.

About the Author:

Anne Ruggles Gere is Gertrude Buck Collegiate Professor at the University of Michigan, where she directs the Sweetland Center for Writing and serves as co-chair of the Ph.D. in English and Education. An associate director of the Oakland Writing Project, she has a long history with the NWP. Her most recent book for teachers is Textual Complexity: Supporting Student Readers, an e-book from NCTE.

Leila Christenbury is Professor of English Education at Virginia Commonwealth University, where she teaches young adult literature, the teaching of writing, teaching methods for both secondary and middle school, and instructional theory and design. A former high school English teacher, well-known writer and researcher in English education, and past English Journal editor, Christenbury was recently elected president of the National Council of Teachers of English.

Kelly Sassi is an assistant professor of English and Education at North Dakota State University in Fargo. She taught high school English in Fairbanks, Alaska for six years before pursuing her doctorate at the University of Michigan. Currently, she co-directs the Red River Valley Writing Project and works closely with teachers in transitioning to the Common Core State Standards. She teaches methods courses in English, Young Adult Literature, and graduate courses in composition. Her areas of research include writing on demand, pedagogical approaches to Native American literature(s), and teaching for social justice.

"About this title" may belong to another edition of this title.

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