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In an increasingly demanding world of literacy, it has become critical that students know how to write effectively. From the requirements of standardized tests to those of the wired workplace, the ability to write well, once a luxury, has become a necessity. Many students are leaving school without the necessary writing practice and skills needed to compete in a complex and fast-moving Information Age. Unless we teach them how to run with it, they are in danger of being run over by a stampedea literacy stampede.In Teaching Adolescent Writers, Kelly Gallagher, author ofReading ReasonsandDeeper Reading, shows how students can be taught to write effectively. Kelly shares a number of classroom-tested strategies that enable teachers to: understand the importance of teaching writing; motivate young writers; see the importance modeling plays in building young writers (modeling from both the teacher and from real-world text); understand how providing choice elevates adolescent writing (and how to allow for choice within a rigorous curriculum); help students recognize the importance of purpose and audience; assess essays in ways that drive better writing performance.Infused with humor and illuminating anecdotes, Kelly draws on his classroom experiences and work as co-director of a regional writing project to offer teachers both practical ways to incorporate writing instruction into their day and compelling reasons to do so.
Kelly Gallagher is a full-time English teacher at Magnolia High School in Anaheim, California.
Table of Contents
|Running with the Literacy Stampede||p. 1|
|Overcoming "The Neglected 'R'": Establishing a Time and a Place to Write||p. 25|
|Beyond the Grecian Urn: The Teacher as a Writing Model 47 Chapter 4 Elevating Student Writing: Using Real-World Models||p. 73|
|Beyond Fake Writing: The Power of Choice||p. 89|
|The Importance of Purpose and Audience||p. 119|
|Using Assessment to Drive Better Student Writing||p. 141|
|A Closing Thought: The Literacy Stampede Is upon Us||p. 169|
|Twenty Books Every Teacher of Writing Should Own||p. 172|
|Reading a Movie (Chart)||p. 173|
|Author's Purpose (Chart)||p. 174|
|Twenty-five Prompts for Timed Writing Practice||p. 175|
|Vocabulary Used in a Writing Classroom||p. 179|
|Yes/No (Author's Argument Chart)||p. 180|
|Writing Smaller/Punneling (Chart)||p. 181|
|Topic Blast||p. 182|
|The Big Eight Purposes for Writing||p. 183|
|Independent Correction Sheet||p. 184|
|Spelling Demons (Chart)||p. 185|
|Essay Scoring Rubric||p. 186|
|Great Quotes About Writing||p. 187|
|Works Cited||p. 189|
|Table of Contents provided by Ingram. All Rights Reserved.|