The process approach, portfolios, and research in reading-writing connections have influenced both thinking and practice in writing instruction. Here, author Robin Bright describes what goes on in intermediate classrooms (grades 4-6) where the writing process is emphasized. What teachers say and do, how children respond, what children write, and how teachers' and childrens' expectations and understandings about writing meet and sometimes diverge are all discussed in a lively style that draws the best of current thinking.
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In this lucid and practical book, Robin Bright provides a glimpse of what really goes on in the writing classroom and explores the influence of instructional language on teaching and learning writing in the intermediate grades (grades 4-6). Through examples of dialogue between teachers and students, Bright examines what teachers say and do when teaching writing and how their words and actions translate into student understanding. Bright also explores how communication between teacher and student influences students' perceptions of their own writing and their views of themselves as writers.
"Writing Instruction in the Intermediate Grades" helps fill the gap between what researchers have discovered about the writing process and what teachers want to know about implementing a process approach to teaching writing. It will be extremely useful to teachers in the intermediate grades who wish to develop effective ways to communicate with students about writing and the writing process.
Robin Bright is an Assistant Professor of Language Education at the University of Lethbridge, Lethbridge, Alberta, Canada.
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