Education Commons^™

Religion In The Early British Literature Classroom: The Challenges Of Teaching Religion And Literature To Students Of Faith, Bob De Smith

Faculty Work Comprehensive List

No abstract provided.

Please Help Your Teachers Play Hookey With Us, Leah A. Zuidema

Faculty Work Comprehensive List

Posting about the 2014 National Council of Teachers of English annual convention and why it's good for both teachers and students from Teachers, Profs, Parents: Writers Who Care - a blog advocating for authentic writing instruction.

http://writerswhocare.wordpress.com/2014/11/10/please-help-your-teachers-play-hookey-with-us/

Forum: Teacher-Writers: Then, Now, And Next, Anne Elrod Whitney, Troy Hicks, Leah A. Zuidema, James E. Fredricksen, Robert P. Yagelski

Faculty Work Comprehensive List

In this article, the authors reflect upon “the teacher as writer” and describe how they see this concept and movement developing. They articulate a view of the teacher-writer as empowered advocate. Using examples from their scholarship, they illustrate how this powerful idea can transform research conducted about and with teachers. Finally, they draw attention to the potential of the teacher-writer stance as a means of resistance to current reform efforts that disempower teachers.

Professional Writing In The English Classroom: Designing A High School Or Middle School Course (Or Unit) In Professional Writing, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article offers information on the development of professional writing course in English middle school or high school classroom. It mentions that a good syllabus not only provide answers to basic questions, but also to questions that Jay McTighe and Grant Wiggins have pertained to as the essential questions. It notes that students learn from writing activities and assessments including how to write in genres, evaluate the settings of professional tools, and manage their writing processes.

Professional Writing In The English Classroom: Professional Collaborative Writing: Teaching, Writing, And Learning -- Together, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article discusses the significance of writing professionally and collaboratively in English learning. It states that if people consider writing as just an individual act, they miss the big part of the value of professional writing. It says that oftentimes, professional writing explicitly represents an organization. It adds that collaborative writing involves the work of two or more members of a team.

Professional Writing In The English Classroom: Let's Get Real: Using Usability To Connect Writers, Readers, And Texts, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article discusses the application of the concept of usability and user-centered design in the interaction between the writers and the readers in the English classroom. It is inferred that the interaction with readers is essential during the process of writing. The elements of effective lessons on usability and user-centered design are highlighted.

Professional Writing In The English Classroom: Are You A Writing Bully? Considerations For Teachers And Students, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article focuses on discussing the implications of bullying in writing when teaching professional writing in English classrooms. It states some of the forms of bullying include through memorandums with threatening and aggressive languages, forwarded emails aiming to embarrass, and general directives. The authors relate their experiences of being bullied and as a bully to others. It presents examples to help students consider issues related the audience, format, and timing in writing.

Grammar Workshop: Systematic Language Study In Reading And Writing Contexts, Leah A. Zuidema

Faculty Work Comprehensive List

Responding to claims that grammar instruction has become too limited, Zuidema describes field notebooks, mentor text, show-and-tell essays, and other strategies for engaging students in systematic language analysis.

Professional Writing In The English Classroom: Literature-Based Professional Writing: An Oxymoron Whose Time Has Come, Jonathan Bush, Leah A. Zuidema, Kelley R. Newhouse, Michele L. Propper, Ruth M. Riedel, Barbara S. Teitelzweig

Faculty Work Comprehensive List

The article discusses a study regarding the integration of professional writing in English classes. It mentions the proposal of the National Council of Teachers of English (NCTE) in its annual convention on associating professional writing with literature. It also states that connecting literature with technical writing in English classrooms provides students with opportunities to absorb real life writing experiences.

Professional Writing In The English Classroom: Student Writers As Problem Solvers In Literature Classrooms, Jonathan Bush, Leah A. Zuidema, Dawn Reed, Katie Greene

Faculty Work Comprehensive List

The article reports on the role of student writers in the U.S. to enhance the study of literature in the classroom. High school teacher Dawn Reed shares how students' professional writing served as a starting point for deeper study and advocacy of American literature. It provides an overview of Katie Greene's assessment system that creates flexibility while providing a model of evaluation which can be adapted for other professional writing experiences.

Contentious Conversations, Leah A. Zuidema

Faculty Work Comprehensive List

The idea of joining a conversation through reading and writing is not new; in his 1941 book "The Philosophy of Literary Form: Studies in Symbolic Action," Kenneth Burke suggests that the acts of reading and writing are like entering a parlor where others are already conversing. The author explores the place of professional debate within NCTE and in the pages of "English Journal". Regardless, by reading these pages, one is entering into a conversation that is already underway.

Professional Writing In The English Classroom: Good Writing: The Problem Of Ethics, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article focuses on good writing in the English classroom. It mentions that the way to know if one has good writing is to see how the audience reacts to it. Writing professionals argue that good writers anticipate readers' reactions as they shape style, page design, and content and every aspect of their writing. It notes that one of the main goals in professional writing is to teach students to use of rhetoric tools to influence their audiences and to emphasize ethical decision-making.

Professional Writing In The English Classroom: Beyond Language: The Grammar Of Document Design, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article offers guidelines in teaching professional writing in an English classroom. It highlights the elements in deciding for a good document design which include layout, fonts and color. It outlines the CRAP acronym (Contrast, Repetition, Alignment, Proximity) formulated by Saul Greenberg which summarizes the essential techniques in grammar design.

Professional Writing In The English Classroom: Professional Writing: What You Already Know, Jonathan Bush, Leah A. Zuidema

Faculty Work Comprehensive List

The article offers the authors' insights on professional writing that are taught in the English classroom, in which it is defined as writing within professional context with genres such as formal reports, directives, and proposals. They state that many teachers learn professional writing not only from advice, but also from experience and practice. They also mention that professional writing can be integrated in all fields of English language arts classrooms that can be taught to students.

Seeing Literature Through Students’ Eyes: The Text Preview, Leah A. Zuidema

Faculty Work Comprehensive List

In this article, the author describes a text preview assignment that she gave to her students. Students completing the text preview assignment use multimodal design, introducing classmates to texts in ways that motivate and inform their reading. She discusses using previews to set the stage for reading and discussion and to deepen personal engagements with literature.