Teaching Writing Grades 7-12 in an Era of Assessment: Passion and Practice

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9780133136357: Teaching Writing Grades 7-12 in an Era of Assessment: Passion and Practice

A practical guide written by teachers, for teachers,  this book provides authentic, proven practices in the teaching of writing, along with samples of student writing, grades 7—12, and integrating Common Core State Standards within a comprehensive English Language Arts curriculum. Teaching Writing Grades 7—12 in an Era of Assessment is an ideal guide for those who have not had access to professional development in teaching writing. In it, readers get the benefit of hearing first hand from real teachers teaching real students. In addition to presenting detailed, specific pedagogy appropriate for seventh grade, eighth grade, and high school students, the book also addresses a wide range of students, including English Language Learners and reluctant writers and readers.

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From the Back Cover:

In this unique guide, veteran middle and high school teachers present authentic, proven practices in the teaching of writing in grades 7–12 along with samples of student writing that confirm the value of their pedagogy. A book written for teachers, by teachers, about teaching writing, this is the ideal resource for both pre-service teachers as a guide for what can be done to teach writing comprehensively, and for in-service teachers who have not had access to professional development in teaching writing. It gives readers the benefit of hearing first hand from real people teaching real students—teachers who have great credibility and knowledge about teaching writing, plus the “evidence” of their success.

 

Using the practical, original help in this guide, teachers are able to:

  • Encourage student engagement and the ability to think and reason.
  • Learn from example through the samples of student writing and student responses to the writing activities.
  • Get the help needed to implement the Common Core State Standards in teaching reading and writing.
  • Put theory into practice through the book’s comprehensive discussion of the major authors/writers/founders of writing as a process.
  • Integrate effective strategies to help teach writing to English Language Learners, while helping all students in general.
  • Balance the need for the formulaic while moving students to independence and individuality in their writing, and helping them find their “voice.”
  • Re-establish the significance of portfolios and their role in authentic assessment, allowing for recognition of the process and progress of student writing.

And more.

About the Author:

Mary Warner has been teaching English for 37 years—nine years in middle and high school and 28 years in post-secondary.  Mary is an Associate Professor of English at San José State University, where she also is the Director of the English Credential Program and serves as Co-Director of the San José Area Writing Project.  As Director of the English Credential Program, she routinely networks with middle and high school teachers in the 33 school districts in Santa Clara County.

 

Her special teaching interests include Literature for Young Adults and the Bible as Literature. Warner is the editor and author of two chapters in Winning Ways of Coaching Writing: A Practical Guide for Teaching Writing Grades 6–12 (Allyn and Bacon, 2001) and author of Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story (Scarecrow Press, 2006).  She has also published numerous reviews for ALAN Picks and serves as a reviewer for The ALAN Review.

 

Mary is a member of the School Sisters of Notre Dame, an international congregation of women religious dedicated primarily to the education of women and youth.

 

Jonathan Lovell has been teaching English Education for 33 years, as well as English at the high school and college levels for seven more.  He is a Professor of English at San José State University, where he serves as the Director of the San José Area Writing Project and the Co-Director of the English Credential Program.  In the former role, he co-directs the project’s invitational summer institute, where each of the authors represented in this book began to envision themselves as both teachers and authors.

 

His academic interests include the relation of brain research to the teaching of writing, models of professional development for K–12 teachers, and the “carry-forward” effect of participants’ summer institute experience in their school year classrooms.  He maintains a blog on these and related issues entitled “jonathan’s edutalk.”  His articles have appeared in California English, Language Arts, and The National Writing Project Quarterly, and he is the co-editor, with Bonnie Sunstein, of The Portfolio Standard: How Students Can Show Us What They Know and Are Able to Do (Heinemann, 2000).

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