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Articles 1 - 7 of 7
Full-Text Articles in Education
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching/Writing: The Journal of Writing Teacher Education
This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …
First-Year-Composition Writing Conferences As A Pathway For Becoming Graduate Teaching Assistants, Meng-Hsien (Neal) Liu
First-Year-Composition Writing Conferences As A Pathway For Becoming Graduate Teaching Assistants, Meng-Hsien (Neal) Liu
Teaching/Writing: The Journal of Writing Teacher Education
Notwithstanding a veritable avalanche of scholarship in the past decades of the writing conference (WC), these studies tend to concentrate exclusively on the WC engagement done by secondary-school writing instructors or by senior faculty members and/or specialized instructors at the tertiary level. Little has been done on how first-year-composition graduate teaching assistants (FYC GTAs) establish their unique identity roles as GTAs. This current research study, through a qualitative case-study design, aims to further the understanding of two FYC GTAs’ identity formation at a large Midwestern university in the U.S. through the interconnectedness between WCs and institutional spaces. Methods included researcher …
The Evolution Of An Elementary Writing Workshop: Fostering Teacher Efficacy And Authentic Authorship In Young Writers, Jennifer Green, Kayla Steber
The Evolution Of An Elementary Writing Workshop: Fostering Teacher Efficacy And Authentic Authorship In Young Writers, Jennifer Green, Kayla Steber
Teaching/Writing: The Journal of Writing Teacher Education
Building confidence and efficacy in young writers is critical to long-term academic success, but for many teachers, writing is a complex and challenging discipline to teach. This exploratory case study examines the evolution of a writing workshop in an elementary classroom and the partnership between an instructional coach and teacher. Observational data shed light on the phenomena of student motivation, teacher efficacy, and culturally responsive approaches to writing. Collaborative teaching methods and careful attention to the principles of writing workshop contributed to an enriching journey for the coach, the teacher, and her third-grade students. A portrait of their lived experiences …
What Does It Mean To Be Prepared For College-Level Writing?: Examining How College-Bound Students Are Influenced By Institutional Representations Of Preparedness And College-Level Writing, Ann Burke
Teaching/Writing: The Journal of Writing Teacher Education
This article explores how institutional representations of college readiness (e.g. teacher talk and standardized assessment) and writing expectations influence high school students' perceptions of their preparedness to write at the college level. Findings presented are from an IRB-approved research study. This work offers important implications for how educators and educational institutions represent college-level writing to students and the ways in which those representations influence students’ perceived preparedness and expectations for college-level writing through peer comparison, teacher talk, curriculum, and assessment.
A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier
A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier
Teaching/Writing: The Journal of Writing Teacher Education
In response to recent mandates in literacy curricula, literacy teachers must integrate Web 2.0 and new literacies perspectives into their writing instruction. Such transitions in their pedagogy, however, are often accomplished without adequate support or opportunities for professional development. How do teachers approach the difficult task of changing their perspectives to take new literacies practices into account? This article traces the learning and pedagogical practices of five teachers who worked with the authors in a dual-sited action research study (one in a large urban district, one in a small rural district) for more than two years. We present two themes …
Writing For The Audience That Fires The Imagination: Implications For Teaching Writing, Denise K. Ives, Cara Crandall
Writing For The Audience That Fires The Imagination: Implications For Teaching Writing, Denise K. Ives, Cara Crandall
Teaching/Writing: The Journal of Writing Teacher Education
Great authors embody their audiences through the language of their texts. Good readers learn to recognize and respond to the cues such writers embed in their texts about the kind of audience they are expected to be. They also learn from other authors how to fictionalize in their minds audiences like those they have experience being. In this article through an analysis of two texts, we showcase how two middle school writers through their texts, embody their audiences and cue readers to the roles they are expected to play. We then trace the rhetorical moves made by the writers to …
“Listening Across The Curriculum: What Disciplinary Tas Can Teach Us About Ta Professional Development In The Teaching Of Writing”, Tanya K. Rodrigue
“Listening Across The Curriculum: What Disciplinary Tas Can Teach Us About Ta Professional Development In The Teaching Of Writing”, Tanya K. Rodrigue
Teaching/Writing: The Journal of Writing Teacher Education
Over the past couple of decades, a small number of compositionists have argued that disciplinary TAs are in fact teachers of writing and should be involved in writing across the curriculum (WAC) efforts and conversations. Compositionists have easily translated disciplinary teaching assistants’ (TAs’) responsibilities as those of a writing instructor and have confidently assigned TAs with the pedagogical identity of a writing teacher. Yet do TAs in the disciplines perceive themselves in the same manner? There is no existing scholarship that provides insight into how disciplinary TAs perceive and define their pedagogical responsibilities and identities, and the factors involved in …