Arts and Humanities Commons^™

Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner

Teaching/Writing: The Journal of Writing Teacher Education

Because we believe strongly that writers develop through authentic writing instruction - and because we see policies that drive practices away from these goals - we have decided to speak up and to speak out through advocacy blogging. Teachers, Profs, Parents: Writers Who Care (writerswhocare.wordpress.com) was born from our frustration with current mandates that limit teachers and students to reductive writing. We know what good writing instruction looks like, and we want to share that knowledge with an audience beyond academia. In doing so, we hope to redefine what it means to be an academic writer and to encourage others …

Where Writing Happens: Elevating Student Writing And Developing Voice Through Digital Storytelling, Jane M. Saunders

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

A Late Adopter's Chance To Take An Esl Program Multimodal, Erin K. Laverick

Teaching/Writing: The Journal of Writing Teacher Education

This article outlines an ESL program's journey in revising its curriculum to include multimodal compositions as a means to help non-native speakers of English improve their language proficiency by offering them greater means to communicate with wide audiences. The article also discusses means to provide faculty with the proper rhetorical and technology training, so they could use multimodalities in their own teaching.

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 …

“This Erstwhile Unreadable Text”: Deep Time, Multidisciplinarity And First-Year Writing Faculty Mentoring And Support, Denise K. Comer

Teaching/Writing: The Journal of Writing Teacher Education

Despite the otherwise rich multidisciplinary terrain of writing studies, the strategies most often used with first-year writing teacher teaching mentoring and support tend to remain discordantly anchored to a comparatively narrow version of writing pedagogy. I argue in this article that the geologic concept of deep time offers a way of infusing a multidisciplinary dimension into first-year writing faculty teaching mentoring and support that will enrich the ways faculty and students think, write, and talk about first-year writing. This article discusses deep-time pedagogy, providing specific strategies for infusing multidisciplinary dimensions into first-year writing faculty teaching mentoring and support. Such a …

Re-Thinking Personal Narrative In The Pedagogy Of Writing Teacher Preparation, Mary M. Juzwik, Anne Whitney, April Baker Bell, Amanda Smith

Teaching/Writing: The Journal of Writing Teacher Education

How can teacher educators mobilize contemporary understandings of personal narrative -- as socially and dialogically shaped in the context of culture and as instrumental to sociocultural processes of self-authoring -- in the teaching of narrative writing and, more specifically, in the work of teaching teachers to teach narrative writing? Rarely do teachers teach strategies that might result in good narratives. Rarely do narrative texts written in school (or any other kinds of texts written in school, for that matter) actually go anywhere beyond the teacher, thus failing to offer students experience in negotiating meanings with readers, working out the versions …

First-Year Composition And The Common Core: Educating Teachers Of Writing Across The High School-College Continuum, Justin A. Young

Teaching/Writing: The Journal of Writing Teacher Education

This article will discuss the implications of the Common Core State Standards (CCSS) on the education of writing instructors at the college level. The article suggests that, with the adoption of the CCSS, the most effective models of the training of writing teachers in higher education will now include collaboration with educators at the K-12 level. A model for this kind of collaborative work is described, based on an effort the author is currently leading as the Director of English Composition at my institution. A brief overview of the CCSS, and the shifts in the teaching and learning of English …

Reframing Responses To Student Writing: Promising Young Writers And The Writing Pedagogies Course, Michael B. Sherry, Ted Roggenbuck

Teaching/Writing: The Journal of Writing Teacher Education

This article describes an attempt to provide future teachers with an opportunity to practice evaluating and responding to student writing through a collaboration among members of an NCTE committee, a blended writing pedagogies course composed of education, creative writing, and professional writing students, and middle school teachers and their students in two states. Students’ texts were drawn from the NCTE’s “Promising Young Writers” contest, for which college students acted as judges and provided feedback to the middle school writers. We argue that the experience of responding to actual student writers about the texts they had submitted provided potentially important opportunities …

Teaching/Writing, Winter/Spring 2014 - Full Issue

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Call For Submissions

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Embracing A Productive Rhetorical Pragmatism: Teaching Writing As Democratic Deliberation, Jennifer Clifton

Teaching/Writing: The Journal of Writing Teacher Education

Our current points of stasis in American politics make clear: we are facing a deep crisis of imagination in public life. Our (in)ability to imagine the interests and experiences of others limits not only how we understand domestic and global citizenship but also how we enact that citizenship with others. In talk and in practice, the inability to take seriously the interests and experiences of others leads Americans – in English Language Arts classrooms and in public life – to cast those who disagree as deeply flawed in character – unpatriotic, ungodly, lazy, irresponsible, or criminal.

In this article, I …

Making The Most Of Existing Resources: An Online Rubric Database In University-Wide Writing Program Assessment, Jennifer M. Good, Kevin Osborne

Teaching/Writing: The Journal of Writing Teacher Education

When creating an assessment plan to measure writing outcomes for a university-wide writing across the curriculum (WAC) program, administrators considered multi-layered evaluation methods for benchmarking and measuring internal growth of students. Although assessment plans must address these needs, the actual assessment practices must be flexible, accessible to faculty, and feasible--based on existing technological structures and data systems at an institution. The writing assessment that is provided addresses all of these elements and is offered as a model for other programs.

For this particular study, the internal aspect of the assessment plan that tracks growth of students over time is the …

“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 …

Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp

Teaching/Writing: The Journal of Writing Teacher Education

This study explores identity-based challenges that can hinder secondary English teachers enrolled in Master’s degree programs from experiencing professional growth. It illustrates how identity conflicts can prevent teachers from integrating a disciplinary identity into their professional sense-of-self, thereby limiting the benefits they might gain from graduate coursework. In particular, the study suggests that dissonance between discourse norms and values, concerns about community allegiances, and assumptions about language, difficulty, and power can impede teachers from appropriating disciplinary discourse and hinder them from combining it with more familiar discourses that circulate in schools and shape teachers’ identities.

The Knowing/Doing Gap: Challenges Of Effective Writing Instruction In High School, Sylvia Read, Melanie M. Landon-Hays

Teaching/Writing: The Journal of Writing Teacher Education

This study explores the challenges of effective writing instruction in high school, specifically examining the perceptions of five new high school English teachers regarding their own experiences learning to write as students, their preparation to become teachers of writing, and how they teach and assess writing in their classrooms. In order to more fully understand their view of writing instruction, we interviewed and observed them. The findings are organized into two strands: teacher beliefs about their own formative opportunities with writing, both as students and in preparation to become teachers, and teacher reflections on best practices in writing instruction and …

Table Of Contents/Opening Editorial, Jonathan E. Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Teaching/Writing -- Summer/Fall 2013 [Full Issue]

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Call For Papers

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Collaboration: Talk. Trust. Write., Mark Letcher, Kristen Turner, Meredith Donovan, Leah Zuidema, Jim Fredricksen, Cathy Fleischer, Nicole Sieben, Laraine Wallowitz, Sarah Andrew-Vaughn

Teaching/Writing: The Journal of Writing Teacher Education

This essay describes the professional collaborative writing process and activities of several pairs of prominent authors in English education.

All Hands On Deck: Bringing Together High School Teachers And Adjunct Instructors For Professional Development In The Teaching Of Writing, Jennifer S. Cook, Becky L. Caouette

Teaching/Writing: The Journal of Writing Teacher Education

in June of 2012, two Writing Program Administrators (WPAs) at Rhode Island College collaborated on a one-day professional development opportunity for adjunct instructors of First Year Writing. One of the WPAs was Director of the Rhode Island Writing Project; the other was the Director of Writing. Each saw an opportunity to further the reach of their program and better the quality of instruction in the K-16 landscape of Rhode Island. And, each program was facing real challenges institutionally, politically, and financially. In this article, the two authors outline the exegesis that led to their collaboration and the outcome of that …

What Are Preservice Teachers Taught About The Teaching Of Writing?: A Survey Of Ohio’S Undergraduate Writing Methods Courses, Christine E. Tulley

Teaching/Writing: The Journal of Writing Teacher Education

Undergraduate “writing methods” courses, or courses training secondary teachers how to teach writing, have increased 42% over the past decade within college English departments. Whether in response to increasing accreditation standards or a reaction against alarmist rhetoric about the poor training of today’s secondary English teachers, the writing methods course is often categorized as a potential antidote to a lack of writing teacher training.

Though much has been written on the its graduate counterpart, the composition practicum, no similar in-depth studies have been conducted exploring the content of the undergraduate writing methods course, the credentials of those teaching the course, …

Positioning Preservice Teachers As Writers And Researchers, Jason H. Wirtz

Teaching/Writing: The Journal of Writing Teacher Education

This essay illustrates three theoretical concepts for the pre-service writing classroom learned from Wendy Bishop and Diane Holt-Reynolds: teachers of writing should be writers themselves; testimonials from writers should shape pre-service writing curricula; and content knowledge and the ability to teach content knowledge are discreet skill sets. Three practical assignments are presented to articulate these theoretical concepts in the pre-service writing classroom: Digital Poetry, Qualitative Interview Study, and Embedded Research.

Content-Area Teachers As Teachers Of Writing, Angela Kohnen

Teaching/Writing: The Journal of Writing Teacher Education

Drawing on work with high school science teachers as part of an NSF-funded grant, this article presents lessons learned for effectively incorporating writing across the curriculum. With many states preparing to implement the Common Core State Standards, teachers in all subject areas will be asked to require more writing in their classes. This article argues that most of these teachers are ill-prepared to assign writing beyond the most formulaic and superficial, yet with professional development training (including training that requires teachers to write themselves) and support tools, teachers can begin effectively using discipline-specific writing to achieve discipline-specific goals.

Becoming Peer Tutors Of Writing: Identity Development As A Mode Of Preparation, Alison Bright

Teaching/Writing: The Journal of Writing Teacher Education

Primary and secondary teachers of English are typically the subjects of research centered on writing teacher education. However, at the college level writing teacher education also includes individuals who instruct and support undergraduate writing instruction, and who do not always identify as writing teachers, such as graduate teaching assistants and peer writing tutors writing. Writing program administrators responsible for preparing TAs and tutors can benefit from the results of relevant research from the K-12 discourse community to improve their preparation programs. For example, research in primary and secondary teacher education programs indicates that when preparatory sessions highlight the concept of …

Gatekeepers And Guides: Preparing Future Writing Teachers To Negotiate Standard Language Ideology, Melinda J. Mcbee Orzulak

Teaching/Writing: The Journal of Writing Teacher Education

This study of pre-service English teachers suggests benefits for exploring standard language ideology with new teachers of writing, such as increased awareness of the dilemmic positions occupied by teachers of writing and better understanding of the relationship between oral and written language. Implications include the need for writing teacher education to focus on the relationship between ideologies and enactment of specific methods, as pre-service teachers may face dilemmas related to beliefs about standard language and their positions as gatekeepers. Exploring additional subject positions for writing teachers, such as guide or language user, may help support stances that promote equitable writing …

Negotiating Expectations: Preserving Theoretical Research-Based Writing Pedagogy In The Field, Margaret Finders, Virginia Crank, Erika Kramer

Teaching/Writing: The Journal of Writing Teacher Education

A collaborative research project examining the challenges facing preservice teachers when placed in settings that may run counter to their notions of theoretical-research-based practices of teaching writing.

Opening Editorial, Jonathan Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Cover And Table Of Contents, Jonathan Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Teaching/Writing -- Winter/Spring 2013 (Full Issue), Jonathan Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Call For Submissions, Jonathan Bush

Teaching/Writing: The Journal of Writing Teacher Education

Call for submissions