| Description |
1 online resource (193 pages) |
| Contents |
Cover -- Contents -- Foreword -- Acknowledgments -- About the Author -- Chapter 1 -- Running and Writing -- The Workshop Culture: A Study of Coaching -- Conclusions and Mission -- Chapter 2 -- Who Writes the Rule Book Anyway? Accountability, Tests, and the History of Rhetoric -- A Bit of History -- And What about the Other Parts of My Curriculum? -- Testing and Accountability -- Conclusions -- Suggested Reading -- Chapter 3 -- Coaching and Teaching by Doing: Modeling Thinking, Writing, and Reading -- A Horror Story in Two Scenes -- Scene I: Sunday Night Back in the Dark Ages -- Scene II: Sunday Night One Week Later -- Modeling: A Simple Concept with Huge Benefits -- Modeling Gives us Fresh Experiences to Draw from -- Modeling can Transform our Classrooms -- Modeling Fosters Authentic Learning -- Modeling Will Supercharge our Planning Time -- Modeling in Our Classrooms: What Do We Do? -- Modeling Concepts for Writing -- A Lesson in Modeling Writing -- Modeling Concepts for Reading -- A Lesson in Modeling Close Reading and Analysis -- Conclusions: Pulling it all Together and Coming Full Circle -- Chapter 4 -- Warming up the Writing Muscles: Two Tools for Invention -- Free Writing -- What is Free Writing ... Really? -- Why Does Free Writing Work? -- Application: Helping Our Students Discover the Magic -- A Lesson in Free Writing -- The Last Word on Free Writing -- Daybooks: A Place to Store Free Writing and Thinking -- Conclusions -- Chapter 5 -- The Practice Field: Building Strength and Confidence in Writing and Literary Analysis -- Types of Practice -- Reader Response and Invention -- In-Class Drafting and Revision -- Types and Progression of Assignments as Practice -- Conclusions -- Chapter 6 -- Race Day: Evaluation and the Idea of Grammar -- Grammar in Context -- The Bottom Line on Grammar -- A Grammar Lesson -- A Word of Caution |
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For Further Ideas ... -- A Word About Standards -- Watching the Race: Evaluating Student Writing -- Grading Practice Writing without Eradicating its Purpose -- Grading Response Journals or Daybooks -- Grading Published Pieces -- Portfolios: Looking at the Whole Season and Student Growth over Time -- Conclusions -- Suggested Reading -- Chapter 7 -- Responding as a Spectator: The Writing Conference -- Why Conference Anyway? -- A Trek through a Conference Log -- Writing Conventions/Skills in Context -- A 50-Minute Tutoring Session Translated into a 90-Minute Class -- Basic Behavior in the Writing Conference -- A Close-up Look at a Conference -- Conclusions -- Chapter 8 -- Becoming Independent: Writing and Literature Groups -- A Scenario: Student Writing as Class Literature -- Student Response to Groups -- How to Make Groups Work -- Model Functional Groups -- Provide Structure and Incentive -- Help Students Find Their Own Structure -- What about the Kid Who Doesn't Buy into Group Work? -- Timing -- Writing Groups -- Literature Groups -- Conclusions -- Suggested Reading -- Epilogue: Why Teachers Coach -- References -- Index |
| Summary |
Take a peek into an effective workshop-based classroom and discover how you can enhance adolescents' technical and creative abilities in reading, writing, and thinking |
| Notes |
Print version record |
| Subject |
English language -- Composition and exercises -- Study and teaching (Secondary)
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Language arts (Secondary)
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English language -- Composition and exercises -- Study and teaching (Secondary)
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Language arts (Secondary)
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| Form |
Electronic book
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| ISBN |
9781412925488 |
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1412925487 |
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