Writing Redefined

What does it mean to write or to be a writer? In Shawna Coppola's book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students. This book empowers teachers to change what counts as writing in schools and classrooms, opening the door to students who may not consider themselves to be writers, but should and can. Inside you'll find alternative, engaging writing assignments that are visual, aural, or multimodal that will involve all students, specifically those: Who prefer to compose using a wider array of forms and modes For whom standard English is not the norm Who have been identified as dyslexic Whose cultural traditions lean heavily towards more aural forms of composition Who are considered struggling writers By finding ways to accommodate all styles of writers, students are free to unleash their creativity and share their story with others. While there is no question composition in written form is important and worth of study, broadening our definition of writing expands an enormous range of possibilities for composing for all students.

This volume demonstrates the role of contrastive rhetoric in ESL courses, and offers suggestions for using CR toward cultural understanding of rhetorical decisions. For scholars and educators in composition, rhetoric, education, ESL, and related areas.

Writing Science in the Twenty-First Century offers guidance to help writers succeed in a broad range of writing tasks and purposes in science and other STEM fields. Concise and current, the book takes most of its examples and lessons from scientific fields such as the life sciences, chemistry, physics, and geology, but some examples are taken from mathematics and engineering. The book emphasizes building confidence and rhetorical expertise in fields where diverse audiences, high ethical stakes, and multiple modes of presentation provide unique writing challenges. Using a systematic approach—assessing purpose, audience, order of information, tone, evidence, and graphics—it gives readers a clear road map to becoming accurate, persuasive, and rhetorically savvy writers.

"True this is a book for teachers, but ultimately it is a book for students. This is a book about using every avenue possible —whole group instruction, small group instruction, partner work, charts, thoughtful language (just to name a few!) to discover all that students know and are able to do and to invite them into co-crafting the instruction that matches their goals and their aspirations. Melanie Meehan has written the book that maps out bit by bit how to become a writing teacher worthy of the children we are privileged to teach." - Shana Frazin, Co-Author of Unlocking the Power of Classroom Talk Promote Authentic Writing Through Student-Centered Instruction Writing instruction continues to shift with the onset of new digital resources, demanding a constant reevaluation of best practices. Student-centered, responsive instruction helps build authentic writing opportunities while allowing room for choice and creativity. Part of the Five-to-Thrive series, Answers to Your Biggest Questions About Teaching Elementary Writing serves as a go-to desk companion designed to meet you at the moment you need answers about writing instruction. The just-in-time approach makes accessible: Practical teaching strategies on essential topics, such as building a classroom community of writers, deciding on instructional approaches, and using assessment to inform instruction Online printables for planning and in-class note-taking Suggestions for seminal readings and resources to go deeper into each topic area Classroom examples, strategies, and tips to put into practice right away Designed for early career teachers to learn the five most important things to put theory into practice, this guide is also timely for veteran teachers to discover up-to-date practices in the field of writing. By infusing equity and cultural relevance throughout instruction and using assessment data in service of students, educators can value and reinforce the identities of young writers.

This book examines women's art writing in the nineteenth century, challenging the idea of art history as a masculine intellectual field.

An anthology containing 19 previously unpublished contributions, some reporting on workplace writing studies completed since the mid-1980s, and others introducing new arguments about research to date and future research directions. Annotation copyright by Book News, Inc., Portland, OR

This book captures the diversity and richness of writing as it relates to different forms of abilities, skills, competencies, and expertise. Psychologists, educators, researchers, and practitioners in neighboring areas are interested in exploring how writing develops and in what manner this development can be fostered, but they lack a handy, unified, and comprehensive source of information to satisfy their interest. The goal of this book is to fill this void by reflecting on the phenomenon of writing from a developmental perspective. It contains an integrated set of chapters devoted to issues of writing: how writing develops, how it is and should be taught and how writing paths of development differ across writing genres. Specifically, the book addresses typologies of writing; pathways of the development of writing skills; stages of the development of writing; individual differences in the acquisition of writing skills; writing ability and disability; teaching writing; and the development and demonstration of expertise in writing.