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Writing Against the Curriculum by Randi Gray Kristensen,Ryan M. Claycomb Pdf
Writing against the Curriculum responds to the growing popularity of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs in universities and colleges across the United States. Many of these schools employ both an Introduction to Writing course and a subsequent selection of writing-intensive courses housed within academic departments, thus simultaneously offering opportunities to subvert disciplinary knowledge production in the earlier course, even as they reaffirm those divisions in their later requirements.
How to Teach Writing Across the Curriculum: Ages 8-14 by Sue Palmer Pdf
Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 8-14 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children’s learning across the curriculum. Emphasising creative approaches to teaching children’s writing in diverse and innovative ways, it provides: information on the organisation and language features of the six main non-fiction text types (recount, report, instruction, explanation, persuasion and discussion) suggestions for the use of cross-curricular learning as a basis for writing planning frameworks for children to promote thinking skills advice on developing children’s writing to help with organisational issues – paragraphing and layout, and the key language features examples of non-fiction writing suggestions for talk for learning and talk for writing (including links to 'Speaking Frames'; also published by Routledge) information on the transition from primary to secondary school. With new hints and tips for teachers and suggestions for reflective practice as well as a wealth of photocopiable materials, How to Teach Writing Across the Curriculum: Ages 8-14 will equip teachers with all the skills needed to create enthusiastic non-fiction writers in their classroom.
In this book, Linda Laidlaw explores the questions: What happens when children begin to write? Why is it that the teaching and practice of writing seems at times to be difficult in schools? How might teachers work differently to create more inviting spaces for developing literacy? The premise is that written texts and literacy processes are developed within a complex "weave" of particular contexts, or ecologies, and the unique particularity of the learner's experiences, histories, memories and interpretations. Laidlaw offers new information about writing and literacy pedagogy linked to current research in the complexity sciences and cognition, and considers the possibilities that might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. The volume includes qualitative and narrative description of writing and literacy situations, events, and pedagogy, and elaborates the historical, theoretical, and curricular background in which such instruction exists within contemporary schooling. Reinventing Curriculum: A Complex-Perspective on Literacy and Writing: *addresses literacy through a focus on writing rather than on reading; *develops an approach to literacy and writing pedagogy that incorporates recent theories and research on learning and the complexity sciences; *examines perspectives on writing from both a teaching perspective and that of the work of writers; *makes connections between the acquisition of literacy to research in other domains; *examines both the benefits and the "costs" of literacy; and *challenges "commonsense" understandings within instruction, for example, that literacy teaching and learning can occur apart from other aspects of children's learning, context, and subjectivity, or that learning occurs individually rather than collectively. This book is important reading for researchers, professionals, teacher educators, and students involved in literacy education and writing instruction, and an excellent text for courses in these areas.
Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues.
Reference Guide to Writing Across the Curriculum by Charles Bazerman Pdf
This reference guide traces the "Writing Across the Curriculum" movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education.
Writing and Reading Across the Curriculum by Laurence Behrens,Leonard J. Rosen Pdf
This brief version of the best-selling, cross-curricular classic retains its hallmark coverage of source-based writing skills, combined with five popular readings chapters. The rhetoric section provides students with step-by-step guidance in summary, critique, analysis (new to this edition), and synthesis, and asks students to put these skills into practice as they read thematically linked essays on provocative topics. Book jacket.
Ebook: Talk for Writing in Secondary Schools, How to Achieve Effective Reading, Writing and Communication Across the Curriculum (Revised Editi on) by Julia Strong Pdf
Talk for Writing, developed by Pie Corbett and supported by Julia Strong, is a proven approach to teaching writing that is engaging and motivating for students and teachers alike. Building on best practice, this practical guide takes you step by step through how to establish quality written communication across the secondary curriculum. It can be used as a handbook by a literacy coordinator to lead the approach as well as being a source of practical ideas for each subject area. Every teacher can help students internalize the pattern of language of their subject through focused talk activities related to exemplar text. This enables students to independently generate the sentence patterns and structures that are key to effective communication in any subject. Julia Strong puts the experience of the learner at the centre. By establishing some consistent approaches across the curriculum, the learner can see how what they learn in one area can be transferred to support learning in another. The approach progressively builds up students' linguistic competence involving them in co-constructing the next steps they need to take to make progress. This practical resource offers: • Wide range of examples from all subject areas with a particular focus on science • Online Learning Centre with training session with teachers showing Talk for Writing in action suitable to use on training days to help introduce and embed the approach • Over 80 customisable handouts downloadable from the Online Learning Centre • Customisable PowerPoint slides to train all staff in the approach Thoroughly grounded in the principles of formative assessment, Talk for Writing if systematically applied across the curriculum really can turn secondary students into powerful communicators. Try it, it works! 'Silent classrooms do not lend themselves to progress, the Foreword to this important new book reminds us. What follows is an exceptionally well-informed and practical guide to how high quality talk can lead to high quality writing. I strongly recommend it for all teachers across all subjects'. Geoff Barton, Headteacher of King Edward VI School, Suffolk, UK, author and speaker
Power, Resistance, and Literacy by Julie A. Gorlewski Pdf
Students in public schools serving poor and working-class students are inundated by the effects of high-stakes examinations. Teachers are demoralized and students suffer substandard curricular and pedagogical experiences. These effects are articulated by students and teachers in the high school that provided the setting for the critical ethnography on which this text is based. Teachers resent being judged on the basis of students’ performance on standardized assessments. They are deprofessionalized as their roles are oriented toward working-class norms. Students feel alienated by content that is meaningless and test-based pedagogies that are disempowering. While these findings are disturbing, critical theory provides a foundation for seeking hope. By incorporating inquiry and dialogue, this theoretical framework opens a space where resistance can be revealed and examined. In this case, the study exposed glimmers of resistance, spaces in the structure of schooling where students and teachers critique the system and suggest ways of subverting the negative effects of the neoliberal reforms through dialogic, empowering, culturally responsive pedagogies. Collective resistance, achieved through dialogic pedagogies that build on understandings of resistance and power, can cultivate theoretical and material spaces where a cycle of praxis can enhance possibilities for social justice. To that end, the conclusion is devoted to the implementation of critical, dialogic approaches to literacies, approaches intended to interrupt the hegemonic influences that perpetuate social reproduction by capitalizing on the potential for solidarity and collective agency among the students and teachers who populate and educate the working classes. This book would interest teacher educators, teachers, and school administrators.
How to Teach Writing Across the Curriculum: Ages 6-8 by Sue Palmer Pdf
Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 6-8 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children’s learning across the entire curriculum. Providing a number of suggestions for teachers and putting emphasis on creative approaches to teaching children writing in diverse and innovative ways, it provides: techniques for using speaking and listening, drama and games to prepare for writing suggestions for the use of cross-curricular learning as a basis for writing planning frameworks and ‘skeletons’ to promote thinking skills information on key language features of non-fiction texts examples of non-fiction writing guidance on the process of creating writing from note-making. With new hints and tips for teachers and suggestions for reflective practice, How to Teach Writing Across the Curriculum: Ages 6-8 will equip teachers with all the skills and materials needed to create enthusiastic non-fiction writers in their primary classroom.
This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.
Handbook of Reading Research by P. David Pearson,Rebecca Barr,Michael L. Kamil,Peter Mosenthal,Elizabeth B. Moje,Peter Afflerbach,Patricia Enciso,Nonie K. Lesaux Pdf
"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Because Writing Matters by National Writing Project,Carl Nagin Pdf
This updated edition of the best-selling book Because Writing Matters reflects the most recent research and reports on the need for teaching writing, and it includes new sections on writing and English language learners, technology, and the writing process.
