1st Edition
Developing Writing Teachers Practical Ways for Teacher-Writers to Transform their Classroom Practice
Contents
1. Introduction: Assuming the identity of writer
Part I: The teacher as writer
2. Writing in the 21st Century
3. Writing the self through storying
4. “One’s-self I sing”: The democratic self in writing
5. Writing as enacting the professional self
6. Writing as design
Part II: The teacher of writing
7. Best practice overview – what the research says
8. Building a community of writing practice
9. Writing as process
10. Addressing (and answering) the “grammar” question
11. Writing as technology, or writing as ICRT
12. Writing assessment as negotiating power and discourse
Bibliography
Biography
Terry Locke is Professor of Arts and Language Education, The University of Waikato, New Zealand.
"A major strength is combining into one text teacher as writer and teacher as one skilled in pedagogy. The teacher stories about their own writing and their responses to the writing of their peers will inspire teachers in their own writing."
Ruie Pritchard, North Carolina State University, USA
"The strength of this book is in the way it draws together different perspectives and synthesizes research from a broad range of studies, but [is] located within a practical, professional context. It will be useful to pre-service and in-service teachers and any other practitioner with a professional interest in writing."
Debra Myhill, University of Exeter, UK
"This is a welcome book written at a time when we really do need to think more carefully about the nature of writing and how to teach it"
Jenifer Smith, NATE National Writing Project
