| Preface: Creating Space for Writers to Happen |
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xi | |
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| Introduction: Teaching Writing as Journey, Not Destination |
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xxvii | |
| Section I: Accountability, Standards, And High-Stakes Testing Of Writing |
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1 Adventures in Nonsense: Teaching Writing in the Accountability Era |
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3 | (4) |
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2 Why You Cannot Trust Common Core Advocacy |
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7 | (2) |
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3 Misguided Reading Policy Creates Wrong Lessons for Students as Writers |
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9 | (4) |
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4 Reformed to Death: Discipline and Control Eclipse Education |
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13 | (6) |
| Section II: Being A Writing Teacher |
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5 A Community of Writing Teachers |
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19 | (4) |
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6 Fostering the Transition From Student to Writer |
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23 | (4) |
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7 Who Can, Who Should Teach Writing? |
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27 | (4) |
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8 Writing, Unteachable or Mistaught? |
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31 | (6) |
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9 What Does "Teaching Writing" Mean? |
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37 | (8) |
| Section III: Being A Writer |
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10 A Portrait of the Artist as Activist: "In the Sunlit Prison of the American Dream" |
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45 | (6) |
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11 Teaching, Writing as Activism? |
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51 | (4) |
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12 Three Eyes: Writer, Editor, Teacher |
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55 | (4) |
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13 Writing Versus Being a Writer |
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59 | (6) |
| Section IV: Choice |
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14 Student Choice, Engagement Keys to Higher Quality Writing |
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65 | (6) |
| Section V: Citation And Research Papers |
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15 On Citation and the Research Paper |
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71 | (4) |
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16 Technology Fails Plagiarism, Citation Tests |
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75 | (4) |
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17 Real World Citation Versus the Drudgery of Academic Writing |
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79 | (6) |
| Section VI: Creative Writing |
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18 On Writing Workshop, Cognitive Overload, and Creative Writing |
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85 | (6) |
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19 Appreciating the Unteachable: Creative Writing in Formal Schooling |
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91 | (6) |
| Section VII: Diagramming Sentences |
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20 Diagramming Sentences and the Art of Misguided Nostalgia |
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97 | (8) |
| Section VIII: Direct Instruction |
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21 Reclaiming "Direct Instruction" |
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105 | (6) |
| Section IX: Disciplinary Writing |
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22 Writing as a Discipline and in the Disciplines |
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111 | (4) |
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23 Reading Like a Writer (Scholar): Kingsolver's "Making Peace" |
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115 | (4) |
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24 Intersections and Disjunctures: Scholars, Teachers, and Writers |
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119 | (4) |
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25 Helping Students Navigate Disciplinary Writing: The Quote Problem |
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123 | (8) |
| Section X: First-Year Composition |
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26 You Don't Know Nothing: U.S. Has Always Shunned the Expert |
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131 | (4) |
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27 Is Joseph R. Teller Teaching Composition All Wrong? |
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135 | (6) |
| Section XI: Five-Paragraph Essay |
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28 How the Five-Paragraph Essay Fails as Warranted Practice |
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141 | (4) |
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29 John Warner Swears Off Essays, and Students? (Yes, and So Should Everyone) |
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145 | (4) |
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30 Seeing the Essay Again for the First Time |
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149 | (6) |
| Section XII: Genre Awareness |
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31 Investigating Zombi(e)s to Foster Genre Awareness |
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155 | (4) |
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32 O, Genre, What Art Thou? |
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159 | (6) |
| Section XIII: Grading |
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33 Rethinking Grading as Instruction: Rejecting the Error Hunt and Deficit Practices |
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165 | (8) |
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34 Not How to Enjoy Grading But Why to Stop Grading |
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173 | (4) |
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35 The Nearly Impossible: Teaching Writing in a Culture of Grades, Averages |
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177 | (6) |
| Section XIV: Grammar |
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36 Lost in Translation: More From a Stranger in Academia |
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183 | (4) |
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37 Teaching Literacy, Not Literacy Skills |
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187 | (4) |
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38 Fostering Convention Awareness in Students: Eschewing a Rules-Based View of Language |
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191 | (4) |
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39 Not If, But When: The Role of Direct Instruction in Teaching Writing |
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195 | (6) |
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40 On Common Terminology and Teaching Writing: Once Again, the Grammar Debate |
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201 | (6) |
| Section XV: Labrant, Lou |
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41 We Teach English Revisited |
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207 | (6) |
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42 Teaching Writing in ELA/English: "Not Everything to Do, But Something" |
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213 | (6) |
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43 To High School English Teachers (and All Teachers) |
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219 | (4) |
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223 | (4) |
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45 Teaching English as "The Most Intimate Subject in The Curriculum" |
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227 | (4) |
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46 Teaching Literacy in Pursuit of "A Wholesome Use of Language" |
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231 | (8) |
| Section XVI: Literacy And The Literary Technique Hunt |
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47 Formal Schooling and the Death of Literacy |
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239 | (6) |
| Section XVII: Plagiarism |
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48 "Students Today....": On Writing, Plagiarism, and Teaching |
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245 | (8) |
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49 Plagiarism: Caught Between Academia and the Real World |
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253 | (6) |
| Section XVIII: Poetry |
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50 What Makes Poetry, Poetry? |
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259 | (2) |
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51 Teaching Essay Writing Through Poetry |
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261 | (6) |
| Section XIX: Public Intellectual (Writing For The Public) |
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52 Writing for the Public: A Framework |
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267 | (6) |
| Section XX: Publishing |
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53 Advice for Submitting Work for Publication |
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273 | (6) |
| Section XXI: Reading Like A Writer |
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54 Guided Activity: More Reading Like a Writer |
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279 | (4) |
| Section XXII: Rubrics |
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55 Ken Lindblom's "Is Interesting to Read" and the Rubric Dilemma Redux |
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283 | (4) |
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56 More on Failing Writing, and Students |
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287 | (8) |
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57 Models, Mentor Texts, and (More) Resisting Rubrics |
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295 | (6) |
| Section XXIII: Teaching English |
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58 Readers, Writers, Teachers, and Students: "The Pointlessness of So Much of It" |
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301 | (4) |
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59 Analogies Like Land Mines: Treading Carefully When We Discuss Teaching Writing |
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305 | (6) |
| Section XXIV: Writing Process |
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60 Writing as Discovery: When Process Defaults to Script |
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311 | (4) |
| Conclusion: The Struggle Itself |
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315 | (6) |
| About the Author |
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321 | |
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