Assessing writing: Teacher-led approaches

2020 ◽  
pp. 315-330
Author(s):  
Mary Ryan ◽  
Tessa Daffern
Keyword(s):  
Writing Teacher

scholarly journals Descobrir-se autora: espaços de dizer/escrever na formação docente

RevistAleph ◽  
2013 ◽  
Author(s):  
Bruna Molisani Ferreira Alves
Keyword(s):  
Continuing Education ◽  
Writing Teacher

ResumoO objetivo desse artigo é rememorar minhas experiências com a escrita, especialmente aquelas vividas como bolsista de Iniciação Científica no Grupo ALEPH. A partir dessas experiências e dialogando com Benjamin, Rancière e Bakhtin, levanto algumas indagações sobre espaços de dizer/escrever de professores em formação.Palavras-chave: Escrita docente; Formação de Professores; Linguagem.AbstractThe aim of this paper is to remember my experiences with writing, especially those lived as a student of scientific initiation scholarship in ALEPH Group. From these experiences and dialoguing with Benjamin, Rancière and Bakhtin, I raise some questions about spaces of saying / writing by teachers incontinuing education.Keywords: Teacher Writing, Teacher Continuing Education, Language.

Moby-Dick: A Whale of a Handbook for Technical Writing Teachers

1981 ◽  
Vol 11 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Deborah Kilgore
Keyword(s):  
American Literature ◽  
Technical Writing ◽  
Writing Teachers ◽  
Technical Literature ◽  
Moby Dick ◽  
Writing Teacher ◽  
Teaching Resource

Moby-Dick is a classic of technical literature as well as a classic of American literature. But for the technical writing teacher, its relevance goes beyond this: Moby-Dick can also be a valuable teaching resource. It provides pertinent examples for teaching students the concepts of audience, purpose, research and sources, use of background experience, and thoroughness in compiling data. It also supplies ample models of technical definitions, descriptions, processes, and theories. Finally, Moby-Dick demonstrates the kind of energetic technical writing that is so needed today.

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

2019 ◽  
Vol 18 (1) ◽  
pp. 70-84
Author(s):  
Brandon L. Sams ◽  
Mike P. Cook
Keyword(s):  
Teacher Education ◽  
Young Adult ◽  
Young Adult Literature ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Case Study Research ◽  
Content Type ◽  
Writing Teacher ◽  
Writing Practices ◽  
Literacy And Writing

Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

Sign in / Sign up

Export Citation Format

Share Document