ERIC Number: ED488753
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 0
Learning to Write, Writing to Learn: Theory and Research in Practice
Indrisano, Roselmina, Ed.; Paratore, Jeanne R., Ed.
International Reading Association (NJ3)
Improving the way to teach writing requires deepening one's understanding of the process of writing. Each chapter in this collection brings together the perspectives of a university researcher and a classroom teacher to show explicitly the connection between writing theory, and practice. The book covers writing development in grades K?12 and within different learning contexts to help teachers understand and implement excellent writing instruction suited to their particular classroom setting. After an introduction (Jeanne R. Paratore), the book is divided into two sections. Section One, Writing in the Early and Elementary Years, contains the following chapters: (1) Emergent Writing: Classroom Practices That Support Young Writers' Development (Renee M. Casbergue and Mary Beth Plauche); (2) Writing in Primary Classrooms: A Teacher's Story (Nancy L. Roser and Katherine Bomer); (3) "In My Country, We Don't Write Stories, We Tell Our Stories": Writing With English-Language Learners in the Primary Grades (Julie Coppola, Catherine J. Dawson, Susan McPhillips, Joanne George, and Diane MacLean); (4) Writing and Poetry in the Elementary Grades (Roselmina Indrisano, Jennifer Hauck Bryson, and Merri Jones); (5) Writing to Learn in Elementary Classrooms (Bonnie B. Armbruster, Sarah J. McCarthey, and Sunday Cummins); and (6) Writing in Immigrant Families: Parents and Children Writing at Home (Jeanne R. Paratore, Barbara Krol-Sinclair, Ana Maria Chacon, and Soledad Concha Banados). Section Two, Writing in the Middle and Secondary Years contains the chapters: (7) Middle School Writing: 9 Essential Components Model (James Flood, Diane Lapp, and Wendy L. Ranck-Buhr); (8) Creating Independent Writers and Thinkers in Secondary Schools (Douglas Fisher, Nancy Frey and Rita ElWardi); (9) Writing and Response in the Secondary School (Richard Beach, Tom Friedrich, and David J. Williams); (10) Writing and Reading Relationships in Literacy Learning (Elizabeth A. Close, Molly Hull, and JuditIflections in New Media ( Bertram C. Bruce and Sharon L. Comstock); and (11) Breaking Ground: Constructing Authentic Reading-Writing Assessments for Middle and Secondary School Students (Robert C. Calfee and Roxanne Greitz Miller). An author index and a subject index are also included.
Descriptors: Writing (Composition), Writing Instruction, Elementary Secondary Education, Teaching Methods, Theory Practice Relationship, Emergent Literacy, Second Language Learning, Family Literacy, Reading Writing Relationship, Writing Assignments
International Reading Association, Headquarters Office, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Secondary Education; Kindergarten; Middle Schools; Secondary Education
Authoring Institution: International Reading Association, Newark, DE.